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SCHOOL 
REPORT 



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HOUSTON, TEXAS 
1900^1901 






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ANNUAL REPORT 



OF THE 



PUBLIC SCHOOLS 



-4r- 



OF- 



The Independent School District 



OF- 



.^ HOUSTON 



7C 



1900-1901. 



"I look to the diffusion of light and education as the resource most 
to be relied upon for ameliorating the condition, promoting the 
virtue and advancing the happiness of mankind."— Thomas Jefferson. 



HOUSTON, TEXAS. 
W. R. Morin Printing Co., 109 1-2 Main St. 
I90I. 



BOARD OF 5CH00L TRUSTEES. 

" — .^^^ 

JAMES CHARLTON President. 

W. H. LIGHTHOUSE Vice-President. vr 

S. E. TRACY Secretary. 

J. J. SETT KG A ST Treasurer. 

ANDREW DOW. A. (\ ABELL 

E. B. H. SCHNEIDER. 



STANDING COMMITTEES. 

Finance -Andrew Dow, S. E. Tracy, E. B. H. Schneider. 

Teachers and Course of Study — J. J. Settegast, A. C. A bell 
S. E. Tracy, E. B. H. Schneider, Andrew Dow. 

Rules, Grievances and Complaints--]. J. Settegast, Andrew 
Dow, S. E. Tracy. 

School Property, Purchase and Repairs — W . H. Light- 
house, A. C. Abell, J. J. Settegast, E. B. H. Schneider. 



W. W. BARNETT, Superintendent. 



BOARD OF EXAMINERS. 

W. W. HARNETT. Chairman. 
F. H. ALBERT, Secretary. 
T. I. P\TTILLO. 



DIRECTORY. 



SUPERINTENDENT'S OFFICE. 
Rooms 1 and 2, High School Building. Office hours: Fridays, 11 a. 
m. to 12 m. Other school days, 3 to 4:30 p. m. 

REGULAR MEETINGS OF SCHOOL BOARD. 

The first Tuesday in each calendar month, at Room 4, High School 
Building. 

TEACHERS' MEETINGS. 

Institutes — The fourth Saturday in each scholastic month, 10:30 a. 
m., inAssemblyHall, High School. 

Principals' Meetings — The first Monday in each scholastic month, at 
4 p. m., in Room 4, High School. 

Schoolmaster's Round Table — ^The second Friday in each scholastic 
month, at 7 p. m., in Room 4, High School. 

GRADE MEETINGS. 

First Grade — The third Monday in each scholastic month, 3:00 p. m.. 
in Room 6, High School. 

Second Grade — The third Tuesday in each scholastic month, 3:00 p. 
m.. in Room 7, High School. 

Third Grade — The third Wednesday in each scholastic month, 3:45 p. 
m., in Room 8. Hi.2:h School. 

Fourth Grade — The fourth Monday in each scholastic month, 3:50 p. 
m., in Room 9., High School. 

FiftJi Grade — ^The fourth Tuesday in each scholastic month, 3:50 
p. m., in Room 5, High School. 

Sixth Grade — The fourth Wednesday in each scholastic month. 3:50 
p. m., in Room 10, High School. 

Seventh Grade — The third Monday in each scholastic month. 3:50 
p. m., in Room 17, High School. 

Supernumeraries — The second Tuesday in each scholastic month, 
3:30 p. m., in Room 5, High School. 

German Teachers — The third Tuesday in each scholastic month, 4 p. 
m.. in Room 6, High School. Special meetings at call of the Director. 

High School Teachers — The second week in each scholastic month, 
3:10 p. m., in Room 20, except Modern Languages, in Room 22. 
English, Monday; History, Tuesday: Mathematics, Wednesday: 
Science, Thursday; Ancient Languages. Friday; Modern Languages, 
Friday. 

MEETINGS FOR COLORED TEACHERS. 

Institutes — The fourth Saturday in each scholastic month, 9:00 a m., 
in Room 8, High School. 

Principals' Meetings — The first Tuesday in each scholastic month, 
4:00 p. m., in Room 2, High School. 

Grade Meetings — The first Friday in each scholastic month, 4:15 
p. m., in colored High School. 



LETTER OF TRANSMITTAL, 



Houston^ Texas, August 30, igor, 

To the Board of School Trusteed. 

Complying with custom and rule 4 of the By-Laws, I take 
pleasure in presenting- our Superintendent's annual report of tlie 
efforts made by the faculty and students under his control during 
the past year and the results — results that speak well for the 
harmony and interest prevailing at the present time in our schools, 
as shown Ijy the remarkable statement that out of a total net en- 
rollment of 6790 pupils there was not a single expulsion, and but 
two actual suspensions for the entire past term. I ask a close 
scrutiny of Superintendent Barnett, in his report and recommenda- 
tions, feeling that not only members of the Board, but the sup- 
porters of our schools and all others interested in their welfare 
will be amph- repaid for the time consumed. 

The past has been laden more than ordinarily with events ad- 
versely affecting our school work. First came the never-to-be- 
forgotten storm of September 8, unroofing and otherwise dam- 
aging every one of our buildings. Yet we went to work with a 
will to restore them, and our opening day was deferred but one 
week. The loss of the Fannin school building entailed but the 
loss of a single day, and is now ready to be occupied. In the 
early part of this year an eft'ort on the part of one or two mem- 
bers of the City Council was made to hamper our work by res- 
olutions and otherwise, and to prevent the payment to the Board 
of its portion of funds provided in the year's budget. It met 
the fate it deserved, but I am pleased to say that the mayor ant I 
a majority of the Council have done all in their power to assist 
the Board in carrying out its work and meeting obligations to 
teachers and others. I have reason to believe that the city finances 
the coming vear will be such as to enable the Council (for I know- 
it is their desire) to so provide the funds that the Board will 
not have to keep teachers and janitors out of their money a day 
lono-er than is necessary to prepare the rolls. I feel that I but 



LETTER OF TRANSMITTAL. O 

express the Roard's gratification at the Council's submission of 
the liond question to the voters, and also the Board's apprecia- 
tion for the confidence of the taxpayers in them, as shown by the 
vote for school l:)onds. and I can promise an early efifort to in- 
crease our room capacity. 

Your efifort to comply with promise made to give free books 
has met with general commendation in the past, as will also your 
further action which will bring the free books u]i to and including 
the Fourth grade this year. 

I cannot close without expressing the hope, not new with me. 
l:)ut expressed by former Presidents of the Board, that the tim^^ 
will come, and it cannot come too soon, when we will be provided 
with buildings and funds sufficient so that we can lower the scho- 
lastic age of admission, and take in children, if not at 6, certainly 
at 7 years of age. There is much more to be said in its favor than 
1 can embody in this brief letter. 

Houston is a commercial and manufacturing city, with a 
])romise of future growth out of all proportion to its past. This 
will mean an ever increasing ratio of mechanics and laboring 
people, and but a small per cent of whose children ever get 
through the High School, especially their boys. They have not 
the years to spare to complete th'e course. ai;d must go to work 
at 1 6. Man}- do so before that age. and so by lowering the age of 
admission you will increase many-fold the number of graduates, 
and hearts that in after years will reward you with grateful re- 
membrance. 

In addition to youths to be benefited, I am sure you will relieve 
many a parent from the necessity of telling an untruth them- 
selves and of teaching their children to be untruthful by having 
them tell the teacher they are older than the record would show, 
in order to get them in the school and obtain its benefits before 
they are entitled to the same. 

There are three branches of modern education entirely lacking 
in our system, but in use outside of our State and in a few in- 
stances inside the State, namely, the kindergarten for the younger 
children, the technical or industrial, to fit our youth (other than 
professionally inclined), for the battle of life, and lastly, domes- 
tic science, which would prepare our daughters the better to fill 
their place in home life. A better opening could not be provided 



5 LETTER OF TRANSMITTAL. 

for the well-to-do and philanthropic citizen to bestow a benefit 
upon his city and its people, and hand his name down to posterity, 
followed by the epitaph, " 'Twere better for mankind were there 
more like him," than to apply his wealth to further education on 
these lines. Respectfully submitted, 

James Charlton, 
President of the Board, 



J' 



cJL^ 



/ 



/ 



REPORT OF THE SUPERINTENDENT. 



; 
/ 

/ . 



Office of the SuPEKi^rExjiEXT of Schools. 
HoLSToN, Texas. August 31, 1901. 
To the Honorable Board of l^nistees of the Houston Piiblie 
Schools. 

Gentlemen : — In accordance with the regulations of your 
honorable boch', 1 respectfully submit the following report con- 
cerning the public schools of this city for the ^er-sion of 1900- 

1901 : 

STATISTICS. 

I. Population and Scholastic Census. 

Population of the City of Houston |last U. S. census] 44.633 

Total number of white children within scholastic age 5'553 

Total number of colored children within scholastic aye 2,939 

Number of children, white and colored, within scholastic age 

(1900-1901) 8,492 

Scholastic age upon which census is based 8 to 17 

Scholastic age of the City of Houston 8 to 19 

II. Valuation, Number of Rooms Owned and Rented, and Seating Ca- 
pacity of the Schools, 1900-1901. 
WHITE SCHOOLS. 

—City, Property — — Rented— 

No. No. No. No. 

Name of S?hool. Seats. Rooms. Valuation. Seats. Rooms. 

High School 790 20 $155,500 

Longfellow 336 7 16,000 

Fannin 650 12 65,000 !! . 

Taylor 341 7 15,000 

Dow 336 7 15,000 

Hawthorne 378 7 28,200 

Hamilton 540 10 23^200 

Elysian 334 6 27,000 

Cascara 394 8 30,100 

Totals 4099 81 



48 



153 


3 


172 


3 


108 


2 



COLORED SC[100LS. 

First Ward 102 2 

Second Ward 324 6 

Douglass 243 5 

Sixth Ward 117 2 

Fifth Wiard 216 6 

High School 432 8 

Totals 1432 26 

Grand Totals 5533 107 



$375,000 

$3,600 
5,000 
9,200 
3,500 
4,400 

30,450 

$55,250 
$430,250 



433 



108 
270 

378 

811 



Scholastic population 1900-1901 n ,tt 

Scholastic population 1901-1902 '■'.'.'.'.'.'.'.'..'.'.'.'.'.[[[" g 942 



// 



IVJ 




\ 

su:^Erjntende;nt's report. 



SUMMARY OF ENROLLMENT, ATTENDANCE, TARDINESS AND 
PROMOTIONS, 1900-1901. 



WHITE SCHOOLS. 





First Term. 




Second Term. 


Name of School 


10 jj 

c5 a 




W 

Si +J 

^ PI 


02 

O 0) 

q; -o 
OH 


O <D 

aH<! 


o C 

- 2 


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02 


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If 


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O 4) 
02 .S 

OH 


o <u 

u 

O fl 
02 -U 


0, 3 

S P 


High School... 


447 


4 


446 


103 


95.7 


306 


546 


2 


544| 87 


95.6 


413 


H. S. Int 


327 


39 


288 


205 


95.3 


306 


154 




154| 62 


94.7 


154 


Hamilton 


766 


50 


716 


121 


94.7 


551 


708 


1 38 


6701 65 95.2 


502 


Longfellow .... 


400 


7 


393 


155 


94.5 


291 


1 391! 91 3821 89| 95.1 


251 


Fannin 


632 


55 


577 


175 


93.2 


456 


534 


i 30| 504| 177 93.1 


336 


Taylor 


368 


24 


344 


131 


94.6 


275 


358 


1 19| 339| 63 94.3 


232 


Dow 


442 
386 


30 
56 


412 
330 


77 
123 


94.4 
94.4 


303 
260 


390 
359 


! 12| 378| 83 95.0 
31| 328 125 93.5 


313 


Hawthorne .... 


233 


Cascara 


525 


16 


509 


89 


94.7 


405 


503 


15| 488 69| 94.2 


341 


Elysian 


511 


24 


487 


152 


96.7 


377 


458 


14 444| 127|97.0 
1 1 


344 


Totals 


4804 


302 


4-502 


1331 


94.8 


3443| 4401|170|4231| 947| 94.8 


3119 



COLORED SCHOOLS. 



High School... 
H. S. Int. & Pri 
First Ward. . . . 
Second Ward . . 

Douglass 

Fifth Ward 

Sixth Ward 

Totals 

Grand Total 



7541 
loO| 
413| 

355| 
424| 
1231 



..I 981 6| 93.21 40i 

41 7501 345| 94.31 402 

14| 136} 42| 96.81 82 

8| 405| 202| 92. 5j 215| 

1|%54| 124| 95. 4| 2 \ 

1| 423| 110| 96. 6| 235| 

11 1221 421 96.01 701 



llll 




111 


5 94.8| 


75 


588| 




588 


173 94.0 


377 


121! 




121 


43| 97.7 


84 


295| 


7 


288| 


136|95.0 


198 


295| 


8 


287| 


118195.8 


152 


369| 


7 


362] 


122 96.0 


243 


111! 




nil 


52 98.0 


75 



2317J 29|2288| 871| 94.S|l266||1890| 22 18'68i 649 95.3 1204 
7121|331|6790|2202| 94.8|4709ji629ljl92|6099|l596| 95.0J4323 



superintendent's report. 



ENROLLMENT AND TARDINESS BY GRADES, 1900-1901. 



Grades. 



Primary — 

Low First.. . . 
High First... 
Low Second.. 
High Second. 
Low Third. . . 
High Third.. . 
Intermediate — 
Low Fourth. . 

Fourth. 

Fifth.... 

Fifth... 

Sixth. .. 

Sixth... 

Seventh.. 

Seventh. 



High 

Low 

High 

Lew 

High 

Low 

High 



Totals 



White 
Schools 



470 
225 
346 
315 
378 
340 

348 
346 
310 
246 
293 
195 
244 
202 



High School — 

Low Eighth 

High Eighth 

Low Ninth 

High Ninth ......' 

Low Tenth I ^n 

High Tenth [ ' 

Eleventh 



169 

153 

68 

64 



55 



157 
157 
178 
165 
189 
176 

168 

121 

86 

73 

93 

88 

124 

138 

78 
41 
15 
18 
19 



Colored 
Schools 



7 11 



398 
276 
224 
202 
220 
166 

141 
145 
96 
144 
67 
97 
73 
36 

26 
25 
10 
24 

28 
12 



4843 2099 11 2410 



266 
142 
117 
109 
148 
112 

84 
79 
58 
53 
73 
86 
42 
21 



1392 



Net enrollment, white and colored, 1900-1901, 
Number tardies, white and colored. 1900-1901^ 



.7,253 
.3,491 



10 



SUPERINTENDENT S REPORT.. 



GERMAN REPORT. 



Name of School 



First Term. 



Second Term. 



13 S 



H ^ 



20 
17 
13 
26 
25 
26 
22 
47 

19 
14 
20 



IS. s 



Low Fourth — 

Elysian 

Cascara - 

Hawthorne 

Dow 

Taylor 

Fannin . 

Longfellow 

Hamilton 

High Fourth — 

Elysian 

Cascara 

Hawthorne 

Dow [ 13 

Taylor I 11 

Fannin I 23 

Longfellow | 15 

Hamilton I 22 

Low Fifth— I 

Elysian I 15 

Cascara I 20 

Hawthorne I 16 

Dow I 17 

Taylor I 9 

Fannin I 16 

Longfellow I 16 

Hamilton I 32 

High Fifth— I 

Elysian I 1^' 

Cascara ' I ^ 

Hawthorne I 1 1 

Dow j ^ 

Taylor I '^ 

Fannin I ^^ 

Longfellow 

Hamilton 



24 



16 
16 
8 
20 
18 



3 
1 

2 
6 

7 

8 i 14 f 
21 I 
42 I 

I 
13 I 
13 I 

11 I 

12 I 

11 I 
18 1 
14 

22 

14 
18 

8 
14 

6 
14 
15 
27 

11 

7 
8 
7 
5 
9 

24 



20 
31 
16 
26 

25 
21 
17 
34 

15 
14 
17 
24 
16 
17 
13 
41 

12 
17 
11 

t 15 
I 10 
I 19 
I 14 
I 19 
I 

I 10 
I 13 
I 7 
I 11 
I 7 

I 12 

II 17 
!l 21 



2 I 17 

11 I 20 

1 I 12 



19 
24 
20 
14 
34 

10 
12 
13 
21 
16 
14 
9 
41 

10 
13 
10 
12 
7 
17 
12 
19 

10 

9 

5 

8 

7 

12 

IT 

21 



SUrERINTENDENT S REPORT. 



11 



GERMAN REPORT (Continued). 



Name of School. 



First Term. 






H u 



Low Sixth — 

Elysian 20 

Cascara 6 

Hawthorne 5 

Dow I 12 

Taj'lor I . . 

Fannin | 16 

Longfellow | 19 

Hamilton j 19 

High Sixth — | 

Elysian | 6 

Cascara | 11 

Hawthorne | . . 

Dow j 11 

Taylor | . . 

Fannin | 19 

I ongfellow* . . 

Hsmilton | 21 

Lo^A' Soverth — | 

Elvsian | 9 

Cascara | 7 

Hawthorne | . . 

Dow 1 . . 

Taylor | . . 

Fannin I 8 

T.ongfellGw | . . 

H.-smilton i . . 

H'-h Sevc-th — j 

Elysian | 7 

Cascara j . . 

Hawthorne i . . 

Dow I . . 

Taylor | . . 

Fannin i : . j 8 

Longfellow | . . 

Hamilton I . . 

High School I 30 



I 2 



Second Term. 



He 

^2 



18 
6 
3 

11 

16 
17 
19 

6 
11 



6 
11 
10 

7 

18 
11 

20 

13 
4 
3 

11 

12 
18 
19 

6 
10 



.. II 6 

.. II .. 

8 II 16 

'•'. I! is 

II 

7 II 4 

.. II 7 



28 II 29 



6 
11 

8 

6 
18 

9 

20 

13 

2 

3 
9 

18 
18 
19 



I 8 
I •• 
I 6 
I .. 
I 15 
I .. 
I 18 



28 



12 



SUPURINTENDKNT S Ui'M'OUT. 



FIRST TERM GERMAN REPORT. 
High School. 



Year. 



M 


0) 






Pi 


t3 t" 


fl 


Oi o 


a* 


> F' 






^ 




CD 


Q >, 


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Low First , . , , 141 

High First 24 

I .ow Second ( 19 

High Second , . . , , . I 4 

Low Third 13 

High Third , . . 

iiOW Fourth 11 



Totals 1112 






r? 



41 
24 
19 
4 
13 

11 



112 



as 
s .1) 



39 
22 
18 
4 
13 

li 



5 1107 



Second Term. 



Low First I 34 

High First [38 

Low Second 22 

High Second | 18 

Low Third | 4 

High Third I 13 

The B^'ourth 11 



Totals 1140 



34 

38 
22 
18 
4 
13 
11 



140 



I 4 



32 

36 
22 
18 
4 
13 
11 



136 



The total number of pupils receiving instr>iction in German in all 
the schools is 902< 



vSll'KUlNTKMDivNT's REPORT. 13 

NUMBER OF TEACHERS EMPLOYED, 1900-1901. 

WHITE. 

Male. Female. Totai. 

High School > . . > 7 8 15 

Intermediate 9 31 40 

Primary 36 36 

Bupei visor Writing and Drawing 1 1 

Music Director 1 1 

German v 2 4 6 

Supernumeraries 9 9 

Totals IS 90 108 

COLORED. 

High School 4 v. 4 

Intermediate 9 6 15 

Primary ; 2 15 17 

Supernumeraries 1 2 3 

Totals 16 23 39 

Grand Totals 34 113 147 



14 



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Years of Ex- 
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Years of Experience 
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Years of Ex- 
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Years of Experience 
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Grade Taught. 



Annual Salary. 



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ST'PEK INTKNDKN'T S KKTOKT. 



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SUrERTNTENDRNT's REPORT. 



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superintendent's report. 



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superintendent's report. 



21 



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SUPERINTENDENT S RErOR" 



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NEED OF SCHOOL ROOM. 



In my last Annual Report I made mention of the crowded con- 
dition of the schools of this city. We had last year a seating- 
capacity of 5533 in the buildings owned by the Board. The 
rented buildings I also showed seated 594 children. This made 
a total seating capacity of 6127, a fact which made it necessary, 
when the schools opened, to rent five more rooms. Three addi- 
tional rooms v/ere opened, one in Longfellow, one in Taylor and 
one in Dow, by converting, cloak rooms and Principals' offices into 
rooms for teaching. Four unoccupied rooms in Fannin School 
were also opened. This makes a total of twelve rooms that had 
to be opened in order to provide for the large increase in the- 
enrollment. As will be seen from the report, there were en- 
rolled this ye;ir in the schools, excluding duplicates, 7255 pupils. 
This numlier is 85.1 per cent of the scholastic population. It is 
quite gratifying to note that such a large percentage of the 
children of sciiolastic age have been enrolled in school this year. 
True many -^f these children have not remained in school the 
entire term, and at this point I would urge upon all parents the 
necessity of keeping their children in school throughout the year. 
Nothing but illness or some very urgent cause should be con- 
sidered sufficient by a parent to take his children out of school 
even for a day. No teacher can do the best work for the child 
imless prompt and continuous attendance is secured. During" 
this year special effort has been made by your Honorable Body 
to secure adduional facilities for housing the children, and I here 
submit a report which your Honorable Body made to the City 
Council askint^ for additional room. 



suphrtktkndknt's rkport. 31 



Houston, Texas, March 5, 1901. 

To ihc Honorable Board of School Trustees. 

Gentlemen :- —The committee on biiildino-s, at a recent meet- 
ing, decided to recommend that the following buildings and addi- 
tions ]ye built : 

FOR THE WHITE SCHOOLS. 

For the Second and Third Wards, a duplicate of the 

Fannin School $80,000 

Painting the Longfellow School 500 

Painting the Hamilton School 500 

New roof for Taylor School 800 

Painting Ta^-ior School 500 

Brick addition of six rooms to Elysian Street School 20,000 

Furniture for addition to Elysian Street School 2,000 

Brick addition of six rooms to Cascara School 20,000 

Furniture for addition to Cascara School 2,000 

Addition of lour rooms to Dow School 8,000 

Painting Dow School 500 

Furniture for addition to Dow School 1,500 

COLORED SCHOOLS. 

Ten room Ivailding for the Second Ward 12,000 

Furniture for ten room building. Second Ward 3,ooo 

Painting Douglass School, Third Ward 500 

Ten room building in the Fourth Ward 12,000 

Two room additi<m to Fifth Ward School 800 

Furniture for two room addition. Fifth Ward 500 

Painting of the Fifth Ward School 350 

Total cost of buildings, furniture and painting $168,450 



EXFL-KXATIOX OF ABOVE REPORT. 

A new building is asked for in the Second and Third Wards. 
At present the Third Ward has only a six room building, the 
LongfelloM- School. The result is that over, half of the Third 
Ward children are attending Hamilton Street School, which is 
so overcrowded that three rooms have been rented near the 
Hamilton Street School at a cost of $408 per year. 



''53 SL"l'i';!-'liV'i'lu\ni;N'T's RKPOi^T'. 

By putting- i;[> a new building in the Third Ward at a conven- 
ient location, ihc Plamilton Street School could take care of the 
children of the Second Ward very easilv without renting any 
rooms on the outside. 

The Fourth Ward has had two buildings, the Taylor School 
and the Fannin School. This Ward has been well provided for. 
The Fannin Scliool will be rebuilt by June i, 1901. 

The Dow School in the Sixth Ward is overrun with pupil? 
and two rooms, at a cost of ^/2, have been rented on the outside, 
one of which has just been discarded and the room which should 
have been devoted to the Principal's office in the Doav buildin?;, 
along witli two cloak rooms, has been converted into a school 
room ; b}' this means the rent has been cut off. 

The same thing was done at Longfellow and Taylor Schools, 
The Principal's office and two cloak rooms, in each instance, 
were converted into a class room. Every available space in the 
present buildings has been taken up, and still there is not suffi- 
cient room. 

By placing an addition of four rooms to the Dow School, this 
ward will have sufficient room for two or three years, and, if need 
be, this addition can relieve Hawthorne School when it becomes 
overcrowded, these schools being located within a few blocks 
of each other. 

It will be readily seen that there is imperative -necessity for 
additions to the brick schools, Elysian and Cascara, in the Fifth 
Ward. 

Cascara has two rooms rented outside and is using hall space 
for two rooms. 

The Elysian Street School was so overcrowded that the Knights 
of Pythias hall had to be rental, and three rooms are in service 
there. The rent paid for the Knights of Pythias hall and for 
the building near the Cascara School amounts to $852 a year. 

As to the colored schools, the High School needs relief, as 
six rooms are being rented at a cost of $780 per annum. The 
High School is so overcrowded that the children are being taught 
in the halls. If a new building were constructed in a convenient 
place for the colored people of that ward, the lower grades 
mig'ht be removed from the High Scliool and the rented rooms 
could be given up. 



SUPERINTENDENTS REPORT. 33 

The Second Ward Ijuilding" has been condemned at times as 
being unsafe, aiid it has been repaired and put in fairly good 
condition, but this building should be torn down and a ten room 
building erected instead. . 

The Fifth \\'ard Colored School is very much overcrowded. 
Some of tlie rooms have as many as eighty children and there is 
imperative necessity for at least two more rooms to be added 
to this building. Two rocnis were added to the building- this 
Aear, but that simply took the place of two rooms that were beini2^ 
rented on the outside and no relief was g^iven to this school by 
this addition. The crowded condition remains. 

The scholastic population of this citv is 8492. This shows an 
increase of 1525. In addition to this increase of pupils, not less 
than 500 children have come to Houston since the storm. Chil- 
dren from all the coast country are now in our schools, so that 
our scholastic population, at the present time, is, at the least cal- 
culation, 2000 g-reater than it was this time last year. This large 
increase has necessitated the renting of more buildings and the 
continuance of the use of the i)uildings already rented during 
this year. 

The school Ijuildings owned by the l^oard have a seating capaci- 
ty of 5653, including tlie Fannin School, which was burned. 
Taking this away, we have a seating capacity of 5000, and a 
scholastic population of over 8000. 

Respectfully submitted, 

W. H. Lighthouse, 

A. C. A BELL, 

J. J. Settegast, 
E. B. H. Schneider,...- 
Committee. 
Report received and adopted bv the Board at a meeting held 
December 12, 1900. S. E. Tracy, 

Secretary of the Board. 



34 SUPERINTENDENT'S REPORT. 

The above report was submitted to the City Council and an 
ordinance covering the matter was offered by Alderman Bennett, 
but the Council did not adopt the ordinance. The Council then 
submitted a bond issue of $300,000 for street paving, to be voted 
upon by the people. This carried, but it was found that the 
bonds were illegal. When a new ordinance was to be enacted, 
the Board made a second appeal to the City Council and the 
following resolutions were adopted by the Board of Trustees : 



( From the minutes of a meeting of the Board of Trustees, June 

24, lyoi.) 

Whereas, The City Council of the City of Houston is about 
to make j^rovision for the issuance of $300,000 worth of bonds 
for street paving purposes ; and 

Whereas, The Board of School Trustees is of opinion that it 
would result in the saving of considerable expense if the City 
Council would at this time embrace in said proposed bond issue 
some provision for the issuance of bonds for public school houses ; 
and therefore be it 

Resolved, By the Board of Trustees of the Independent Dis- 
trict of Houston, That the City Council be and that they are 
hereby respectfully requested to include in their proposed bond 
issue for street paving a provision for the issuance of $100,000' 
in bonds, to be applied to the repair and erection of school build- 
ings in the City of Houston for school purposes. 

The above resolutions having been adopted, the Board ad- 
journed- 

The above resolutions were presented by President Charlton 
to the City Council. At the same time he explained the urgent 
necessity of the matter. Petitions from the people were filed 
with the Council, urging the importance of granting the request. 
The Council submitted to the people a bond issue of $300,000 for 
streets and sewers and $50,000 for public school buildings and 
repairs. The bond issue for schools carried by an overwhelm- 
ing majority, which was very gratifying to all connected with 
the public schools. However, the needs of the schools are so 
great that the $50,000 will give only temporary relief. 
FREE TEXT-BOOKS. 

The free text-books are no longer an experiment in Houston. 
Readers were 'furnished from the First Grade to the Fifth Grade 



superintendent's report. 35 

tills year, the Grades wherein readers are used in our schools. 
Four different sets of books were secured, ''Baldwin's Read- 
ers," "Johnson's Readers," "The Graded Literatu're Series," 
and "Cyr's." These are the latest and best reading- books 
now in the market and have given good satisfaction in 
our work. We hope to adopt a system by which the read- 
ers may be exchanged from one school to another. In 
this way children will have the pleasure of reading several 
different readers during the year. Over $1400 was invested this 
year in School Readers. During the coming year other free text- 
books will be furnished, according to the means we will have on 
hand. I see no better use to be made of the large portion of the 
Library fund than to continue to devote it to furnishing free text- 
books. I should like to see the time come when at least all the 
children in the first four grades of the .schools shall be furnished 
free text-books. 

* DRAWING. 

The work in drawing this year has been well conducted through 
the new directress. Miss Blanche Williams. Her thorough train- 
ing in the Chicago Art Institute and her previous experience as 
a director of drawing in the public schools fitted her specially for 
the work assigned her. Formerly the drawing consisted of copy- 
ing little figures in a drawing book, but this is not educative. 
Drawing should cultivate the child's power of observation and 
develop his imaginattion. The plan followed by the director, 
isTiss Williams, has had these objects in view. Below will be 
found the outlin.e for the work done during the month of April 
in the Tliird Grade of our schools: 

APRIL. 

"A gush of bird song, a patter of dew, 

A cloud and a rainbow's warning. 
Suddenly sunshine and perfect blue, ' 

An April day in the morning." 

First Week. 

Lesson I. — Ask each pupil to bring a dozen each of long 
stemmed clover blossoms and leaves. Have pupils draw three 
leaves and two blossoms on their paper. Use brush and ink. 



'-)6 supkrintendknt's report. 

Lesson 2.-^Draw an open uml^rella. Use drawing pencil. 
Lesson 3. — Draw and paint five clover leaves with long sttiiis. 

Second Week. 

Lesson i. — Paint a turnip with three leaves on it. 

Lesson 2. — Ask pupils to bring all the pansies they can find. 
Give each pupil a flower. Draw and paint. Do not attempt a 
pansy with all the petals the same color, as this is too difficult 
and will result in a failure. Call for a pansy with different 
colored petals. 

Lesson 3. — Draw a simple tin teapot. L'se lirush and ink. 

Third Week. 

Lesson i.^ — Weeds arranged on paper, one for each pupil. Brush 
and ink. 

Lesson 2.- — Draw an ax. Use drawing pencil. 

Lesson 3. — Ask each pupil to bring a plain, large, glass tumhlvr. 
Draw in pencil. 

Fourth Week. 

Lesson i. — Figure pose — boy with hammer. 
Lesson 2. — Draw Texas flag. 
Lesson 3. — Paint Texas flag. 

GRADE MEETINGS. 

The purpose of the grade meetings is to apply the general 
laws of education to the special work of the grade. The teach- 
ers of each grade have assembled once a month for the above 
named purpose. The grade meeting is not a place nor a time 
for speech making, but it is an opportunity for the young teacher 
to ha\'e his difficulties discussed and solved. It is a place for 
sharp criticism and close study of methods of teaching and the 
subject matter to be taught. Much good can be accomplished in 
grade mei'tings, where model recitations are conducted and the 
teachers join in pointing out the good elements of the recitation 
and in calling the teachers' attention to those things that can be 
improved. Our grade leaders this year, Mr. S. A. Horton, IMr. 
W. A. DeLaMatyr, Air. C. A. Jameson, Miss Mamie Bastian, 
Aliss Amanda Byrd. Miss Frances Liskow, Miss Gussie Howard, 
Dr. J. Koppel, and Miss Blanche Williams, deserve special men- 
tion for the carefully prepared programs which were sent out 



SUPERINTENDENT S REPORT. * •-> i 

each month to the teachers. Much depends upon the proo-rams 
prepared by the grade leader as well as upon the preparation made 
by the teachers before g-oing- to the grade meeting-. 

The grade meeting should not attempt too wide a range of 
discussion vSuch a subject as "How to Teach Geography" in- 
cludes too much, and teachers are liable to wander over too much 
ground. It would be better to take one particular topic, such as 
"How to Teach the Surface of North America." It is better to 
narrow the discussion and deepen it rather than to have a shal- 
low discussion of a broad topic. I hope that during the coming 
year our grade leaders will keep in view this principle when mak- 
ing out their programs. 

One or two programs are here submitted as an illustration of 
what has been attempted : 

Program of Meeting November 26th. — Room 5. 

Teachers of Low and High Seventh Grades. 

Mr. DeLaMartyr v,ill tell how pupils may be made to rearl 
louder ; to articulate l)etter ; to hold head erect : to stand away 
from desk; to hold book properly ; .how to stop falling inflec- 
tion at commas :• to stop halting at pronunciation ; how pronun- 
ciation and meaning of unfamiliar words shall be taught. (Time, 
10 minutes. ) 

Miss Adkisson will tell how to conduct a spellin?; recitation, 
using first seven words of lesson 274, page 175. (Time. 5 m;i> 
utes. ) 

AJiss Mncent — How much composition work shall be done ;n 
Low Seventh, and how shall it l)e done? Outline on blackboard a 
course for rest of term. (Time, 5 minutes.) 

Mrs. L'sher — In selecting words from the reader for a spelling 
lesson, do you think it better to keep the spelling With the reading, 
or a day or two bel-vind ? In the School Report it is stated that 
"The parts of speech are divided into too many classes." Will 
you determine the suljdivisions? (Time, 10 minutes.) 

Aliss Roper will explain a problem in partial payments. (Time, 
10 minutes.) 

Mr. McReynolds will extract the cube root of 26244 so pupils 
of Seventh Grade ma\- understand principles. (Time, 10 minutes.) 



38 SUPKKINTENDIiNT's REPOR" 

Kacli teacher will bring to grade meeting one set of written 
home-work papers— any subject. 
Respectfully, 

S. A. HoRTON, Leader. 

Sixth Grade Teachers. 

1. What is the main object in teaching Histor\'? 

2. Is the teaching" of fables of value? If not, why not? 

3. Would you teach by topics, or is the questioning method 
better? How about both methods? 

4. If the book arranges topics in chronological order would 
you adhere to it? Why or why not? 

5. Is it best to treat discoveries, settlements. Indians and In- 
dian wars. Colonial life, French wars, government in the colo- 
nies, each by itself? Why? 

6. If you treat each subject by itself, when would you review .^ 

7. Could you easily arrange a method whole if you teach by 
epochs ? 

8. Would you give much time to domestic and social life? 
What for? 

9. Does reference to dress, mode of warfare, modes of 
thought or feeling or manner of getting a living elicit interest ? 

10. Does a study of the instruments used in warfare lead the 
pupil into the field of invention ? 

11. Would you have maps drawn as you go along? Why? 

12. Are cause and effect to be lost sight of in History? 

13. Are pictures of much value? Why? 

14. In conducting a recitation in History would you use the 
third step in a method whole? Why? 

15. In using maps would you represent every place mention;'d. 
or the most important ? Why ? 

16. Is it a good plan to let pupils ask questions? 

17. If the subject be well taught, do you think all pupils in 
the class will be interested? 

Teachers will please remember the time, 4 105 on \\'ednesday 
evening, January 9, 1901. Respectfully. 

W. A. DeLa^NIatvr, Leader. 



THE INSTITUTE. 

The basis of the work tliis year was James' Psychology. Al- 
though to many the work seemed to be difficult, yet much interest 
was manifested in the discussions. The Institute met once a 
month and the sessions were one hour and a half in length. The 
Superintendent prepared an outline, which was printed and sent 
to the teachers each month. This outline became the program 
for the meeting. Below will be found a circular regarding the 
Institute, and also the nine programs which were used this year: 
The Institute — (Part of Circular No. 4.) 

Those school systems which have been most highly praised in 
our country have been brought to their high state of proficiency 
through a number of effective agencies. The trained, skillful, 
advancing teacher has contriljuted more than all other agencies 
combined. The successful teacher is always a student. 

The study of professional work, as taken up in the Institute, 
the interchange of ideas at the meetings and tlie revisions which 
our thoughts must undergo can but lead to a higher and nobler 
life as men and women. 

It is only when superficial study kills interest that we doubt 
the ameliorating power of professional work. Deep study of a 
subject deepens interest and gives wings to thought. The teach- 
er who studies the underlying principles of his art lessens his 
own labor, for skill lessens friction. It is one's ozcn sak'ation to 
know the path of least resistance. This being true, it is every 
member's duty to himself to faithfully prepare for and take part 
in the discussions. 

One's attitude in this matter is his professional thermometer, 
whether he will or not. Let us ask ourselves, "Have I done the 
best for myself? Have I done all that I could toward helping 
myself? What have I contributed to the success of the Insti- 
tute ?" 

In considering the promotion of any teacher or the increase of 
any teacher's salary, according to the scale that has been in vogue 
for a number of years, the teacher's attitude toward the Insti- 
tute work should be a lar"e factor for consideration, because 
one's attitude toward the Institute is his professional thermom- 
eter, showing whether the teacher is advancing, retrograding, or 
at a standstill. 



40 superintendent's report, ; 

Institute Circular No. 1. 

"\\ ithoiit unbroken advance there is no such thing as 
accumulation of the ethical forces possible, and to exer- 
cise us and habituate us in it is the sovereign blessing 
of regular work." — James. 

Habit, Chapter X. — James" Psychology. 
I. Its Importance for Psychology. (Paragraph i.) 
TI. Habit Has a Physical Basis. 

1. The Laws of Nature Are Immutable Ha1)i.s- 

(Par. 2.) 

2. Due to Plasticity of Neural IMatter. (Par. 2-' ) 

III. Pathways Through the Nerve Centers. 

[. Influences to Which Bram Matcer is 1 Mastic, 
( Par. 6. ) 

2. A Simple Habit — a Reffex Discharge, ( Par. 6. ) 

3. Growth of Structural Modiftcation in hiving Mat- 

ter. (Par. 7.) 

IV. Practical Efifects of Plabit, 

1. What We Owe to Its Aaitomatic Agency. (Par, 

9-12,) 

2. How Action, Grown Habitual, Takes Place. ( Par, 

V. Habits Depend on Sensations Xot Attended to. (Par. 16.) 
Vl. Ethical and Pedagogical Importance of the Principle of 
Habit. 

1. Habit a Second Nature — Illustrations. (Par. 

17-20.) 

2. The Period for Fixing Personal, Professional, In- 

tellectual Habits. (Par. 21.) 

3. How to Make the Nervous System Our Ally. (Par. 

22-33.) 
VII. The Most Helpful Thought in the Chapter. 

Institute Circular No. 2. 

The more interests the child has in advance in the 
subject, the better he will attend. Induct him therefore 
in such a way as to knit each new thing on to some ac- 
quisition already there ; and if possible awaken curiosity, 
so that the new thing shall seem to come as an ai:iswer 



SurERlXTKNDKNTS Rl';PORT. -il- 

to a question pre-existing- in his mind. — -Joiucs. 

Attention, Chapter XIII.— James' Psychology. 

I. The X^arrowness of Consciousness. ( Par. i.) 
11. Its FMiysiological Ground. (Par. 2.) 
III. Dispersed Attention. ( f^ar. 3-4.) 
I\'. The Span of Consciousness. (Par. 5-11.) 

1. Attending- to More Than One Thing at Once. 

2. Cciesar Dictating Four Letters. 
V. Varieties of Attention. (Par. 12-25.) 

1. As to Stimuh. 

(a) Sensorial — Example of. 

(b) Intellectual — Example of. 

2. As to Motives. 

(a) Immediate — Example of. 

(b) Derived — Example of. 

3. As to Will. 

(a) Voluntary — Example of. 

(b) Involuntary — Example of> 
An. James' Definition of Attention. 

VII. Genius and Attention. (Par. 25-27.) 
A III. The Physiological Conditions. (Par. 27-47.) 

1. The Adaptation of the Sense Organ. 

2. The Ideational Excitement of the Center. 
IX, Educational Corollaries. (Par. 47-49. ) 

1. The Best Interest Is Internal. 

2. Interest Arises from the Subject Itself. 

3. The X'ew Is Learned Through the Old and Fa- 

miliar. 

4. The Teacher's Talent Is Best Shown b}^ Knowing 

What Apperceptionmasse to Lse. 
X. The Relation of Habit to Attention, 

Institute Circular No. 3. 

Each conception eternally remains what it is, and 
never can become another. — James. 

Perception, Chapter XX. — James' Psychology. 
I. Perception and Sensation Compared. 

1. Definition of Each. (Par. i.) 

2, Content of Our Perceptions. (Par, 2.) 



42 SUPERINTENDENT'^S RlU'ORT. 

3. Every Perception an Acquired Perception. { Par.. 

3-) 
II. The Perceptive State of Mind Is Not a Compound. 

1. Hearing- a Foreign Language. (Par. 4.) 

2. Looking at a Single Word. (Par. 5.) 

3. A Landscape L^pside Down. (Par. 6.) 

4. Sensation and Perception Separate. (Par. 7.) 

III. Apperception. 

1. Discussion of the Term. (Par. 33.)) 

2. The Remarks of Steinthal. (Par. 34.) 

3. Genius and Old Fogyism. (Par. 35-36.) 

IV. Physiological Process in Perception. 

Conception. Chapter XIV. 
V. Different Stales of Mind Can Mean the Same, 

1. Definition of Conception. (Par. 1-2.) 

2. Its Immutability. (Par. 3.) 

3. How subjects May Be Conceived. 

VI. Abstract, Universal and Problematic Objects. 

1. The Illustration of the Geometer, the Concept Mait- 

(Par. 6.) 

2. What May Be Conceived. (Par. 7.) 

3. Universal Versus Individual. (Par. 8.) 
VII. Perception and Conception Compared. 

\'III. The Best Thought to Remember. 

Institute Circular No. 4. 

The man whose acquisitions stick is the one who is 
always achieving and advancing. The more other facts 
a fact is associated with in the mind, the better posses- 
sion of it our memory retains. The one who thinks over 
his experiences most and weaves them into systematic 
relations with each other will be the. one with the best 
memory. — James. 

Memory, Chapter XVIII. — James' Psychology. 
I. Analysis of the Phenomenon. 

1. The Definition. (Par. i.) . 

2. Revival of an Image Not a Memory. (Par. 2.) 

3. The Fact Must Be Dated in My Past. (Par. 3, 4. 5. J 
II. Retention and Recall. 

I. Recall Is Based on Association. (Par. 8-9.) 



superintendent's report. 43 

2. Relation of Law of Habit to Retention. (Par. lo.) 

3. The Brain-Scheme Illustration. (Par. 11-12.) 
Jil. Th-e Conditions of Goodness in Memory. 

1. The Persistence or Permanence of Brain Paths. 

(Par. 1 4- IS-) 

2. The Number of Brain Paths. (Par. 17-18.) 

3. Why Cramming- Ts a Bad A Lode of Study. (Par. 

I9-) 

4. One's Native Retentiveness Unchangeable. (Par. 

20, 21, 22, 23.) 
IV. Improving the Memory — Three Methods. (Par. 25to 30.) 
V. Forgetting- — Its Importance. (Par. 32.) 

Institute Circular No. 5. 

I'ntil very recent years it was supposed by all philoso- 
phers that there was a typical human mind which all 
individual minds were like, and that propositions of uni- 
versal validity could be laid down about such faculties 
as the Imagination. Lately, however, a mass of revela- 
tions have poured in which makes us see how false a 
view this is. There are Imaginations, not the Imagina- 
tion, and they must be studied in detail. — James. 

Imagination. Chapter XIX. — James' Psychology. 
I. What It Is. (Par. i, 2. 3.) 
II. Difference in Visual Imagination. (Par. 4-12.) 

III. Images of Sounds. (Par. 12.) 

IV. Images of Muscular Sensations. (Par. 13-15. ,' 
V. Images of Touch. (Par. 15-18.) 

VI. I'athological Differences. (Par. 18-21.) 
\'II. Tl*-^ Ntural Process. (Par. 21-23.) 

^'UI. Tie Relation of Imagination to Perception. (Dewey, 
page IQ2.) 
IX, Memory and Imagination Compared. (Roark, page no.) 
X. The Value of Imagination. (Baldwin, page 134.) 
XL Review of the Term's Work in James' Psychology. 
Institute Circular No. 6. 

Children should be taught to compare objects, to in- 
quire for causes and to see the relation of things to 
one another. — Baldly in. 

Reasoning, Chapter XXII. — James' Psychology. 



44 SUPERIN'fENDF.NT's RRPORT. 

T- What Reasonino- Is. 

1. Trains of Images. (Par. 2.) 

2. Empirical Thinking-, and Reasoning. (Par. 3.) 

3. Exact Definition of It. (Par. 4-10.) 
II. What Is Meant by a Mode of Conceiving. 

1. Through One Attribute. \"ermiHon lUustration. 

(Par. II.) 

2. Xo Property Essential to One Thing. (Par. 1.2, 

13- I4-) 

III. Always for a Subjective Interest. (Par. 15-19.) 

IV. Inductive and Deductive Forms. (Dewey, page 224; Hal- 

leck, pages 195-199.) 
\'. Two Great Points in Reasoning. 

1. Sagacity. (Par. 27-31.) 

2. Association by Similarity. ( ]^ar. 31-37.) 

\'I. Cultivating the Power to Reason. ( Roark. page 199; Sul- 
ly's Outlines, page 445. ) 

1. (Obstacles to Proper Training of Reason. (Roark, 

page 200.) 

2. L'se of Common Things. Illustrations. (Roark, 

page 201.) 

3. The Study of .Arithmetic, Grammar, History, Civ- 

ics and Geography. ( Roark, pages 202, 203. 204. 
205.) 

Institute Circular No. 7. 

.\11 feeling must be an accompaniment of activit}-. — • 
John Dezi'cy. 

Emotion, Chapter XXR'. — James' (Psychology. 
I. Emotions Compared with Instincts. (Par. 1-2.) 
II. The \'ari"ties of Emotions. 

1. The Coarser and the Subtler Emotions. (Par. 3.; 

2. As Described in Literary Works. (Par. 3.) 

3. The Cause of Their Varieties. (Par. 4.) 

III. One General Cause of Emotional Feeling. (Par. 5-1 1.) 

IV. The Su1)tler Emotions. (Par. 19-20.) 
V. A Description of Fear. (P'ar. 21-22.) 

Yl. Repression of Emotional Expression. (Par. 15-16.) 
\'II. Education of the Emotions. (See other Psychologies, es- 
pecially Compayre's Psychology Applied to Educa- 



superintendext's report. 4:5 

tion.) 

Institute Circular No. 8. 

A "reasonable" character is one who has a store of 
stable and worthy ends, and who does not decide about 
an action till he has calmly ascertained whether it be 
ministerial or detrimental to any one of these. — James. 

Will, Chapter XXIII. — James' Psychology. 
I. Voluntary Acts. (Par. 1-5.) 
II. Two Kinds of Ideas of Movement. (Par. 5-13.) 

III. The Motor-cue. (Par. 13-19.) 

IV. Idoo-motor-Action. (Far. 19-29.) 

\\ ActionAfter Deliberation. (Par. 31-34.) 

VI. Five Chief Types of Decision. (Par. 34-41.) 

VII. What Holds Attention Determines Action. (Par. 62.) 

Vni. Will, a Relation Between Mind and Its Ideas. (Par. 63.) 

IX. Voluntary Eifort and Attention. (Par. 64-70.) 

X. Ethical Importance of EiTcrt. ( Par. 76. ) 
Institute Circular No. 9. 

I. Froel^el's Educational Laws. Critiqui'. l\[r. R. H. Smith. 
II. I3ickens as an Educator. Critique. 3Ir. H. N. Sh.ofstall. 
III. The Adoption of Institute Work for Next Year. 
The above two books mentioned by the committee at the last 
instilute \\ill be thoroughly discussed in order that we may ail 
be able to vote intelligently upon the adoption of tlie work for 
next year. 

Xote. — Dickens as an Educator was adopted for 1901-190 ;. 
THE HIGH SCHOOL. 

The Hou.^ton High Schgol has had the larg:est enrollmont in 
the history of the school, there being 585 pupils enrolled, ex- 
cluding duplicates. This makes an increase of 182 pupils over 
the enrollment of the preceding year. One result of this large 
increase in enrollment has been to force out of the High School 
building all grades with the exception of three of the Sevenths. 
During the coming year the entire building will have to be given 
over to the High School. The exemplary conduct of the students 
of the Fligh School deserves honorable mention, not one student 
having been suspended or expelled during the year. The motto 
of the Senior class was, "Everything to help, and nothing to 
hinder,"" and tbis spirit pervaded the entire school. 



4*') SL'PERINTKNUENT's RKPOR'^ 

The .ofood work being done is attrilnital^le to the oxcellcnt 
management of the Principal and the hearty co-operation of our 
excellent corps of trained and experienced teachers. Forty- 
seven students were graduated this year. A number cf them 
will continue their education in the Universities. 

THE DiSTRICT SCHOOLS. 

Our Di:;trict Schools have all been crowded to their fullest 
capacity during this year. The greatest need of this portion of 
the school system is nT^re school room, which I am happy to say 
will be provided to some extent through the $50,000 recently 
voted for !-chool buildings. No teacher can do as good work 
with sixty children in a room as he can if he has only forty or 
forty-five to look after. During this year we have been com- 
pelled to have in some rooms as many as sixty pupils. How- 
(-ver, an effort has been made to reduce the number from sixty. 
I am cdad to say that there are fewer rooms where sixty children 
will be found than ever before in the history of our scliools. The 
discipline in the District Schools has been very good, when we 
ccme to consider that over 6000 children have been so managed 
by the principals and teachers as to necessitate the expulsion of 
not a single pupil during the year. Suspension was resorted to 
in fifteen instances, but the brolcen unity was resiored s^ve in 
two instances, where no application was made on the part of the 
parent for restcraticn. Our purnose in suspension is to give the 
parent an opportunity to come before the Superintendent, who 
is a third party in the matter, and by a calm, thoughtful discus- 
sion of any trouble that may have arisen, get the broken unitv 
re3l:ored. This method of procedure rarely ever fails to secure 
■ he ceEired res 11 It. 

GERMAN. 

For the first time since the establishment of German in the 
Public Schoqls we have had a Director of the German. It has 
ijeen his duty to visit the schools where German is taught ; see 
that the course of study is properly, followed in all the grades ; 
report to the Superintendent once a month, or as often as is 
necessary, the progress and condition of the German : instruct the 
teachers in the best methods of teaching German, and teach the 
German in one sch.qol as his regular daily w(~)rk. Dr. J. Koppel, 
who has for a number of vears been Instructor of German in our 



superintendent's report. 47 

schools, has served as Director. A full and complete statistical 
report has been compiled by Dr. Koppel from the monthly re- 
ports made by the teachers of German. 

The work in German has grown to stich proportions as to re- 
quire the services of six special teachers and a Director. It is 
well at this point to consider what should be the qualifications 
of one entering as a teacher in the German department of our 
schools, in order that we may have as hi2:h a standard of profi- 
ciency in this department as it is possible to secure. In the 
teaching of a foreign language the first requisite should be that 
it be taught by a native. In the next place his scholarshiji 
should be thorough and unquestioned, but this is not enough. 
Scliolarship alone will not enable one to be a successful teacher. 
He must be proficient in methods of teaching and a constant 
student, in order that he may keep abreast with the times. In 
the employment of teachers in this department in the future 
these requirements should be kept m view, and those now in 
the employ of the Board siiould as nearly as possible meet these 
considerations. 

PARENTS' DAYS. 

We have undertaken during this year to send invitations to the 
parents to visit the schools on cerLain days, when exercises were 
held and a special effort was made to get better acquainted with 
the parents. It has not been our object to get the parents in to 
give them a lecture, but to have some exercises in which the 
children took part, and then to dismiss the children and have a 
few minutes of short, social incercourse between the parents 
and the teachers. The following days were observed : Mothers' 
day, Library day, Christmas exercises, Washington's birthda}', 
Texas Independence day, San Jacinto day, and Exposition da} . 
On Parents' day each room had made an effort to secure some 
parent to make an appropriate talk, which was much enjoyed by 
hoth teachers and children. One of tr e i-rincipals said to me : 
"The !\ioJiers' day was one of the best things tb-at has happened 
in our school. We had an interesting address from one of our 
iKst citizens and a good program on the port of the pupils. Then 
parents and teachers were introduced to each other and we felt 
tliat a closer bond of sympath}' between paren: and teacher was 
established." 



48 supertntendknt's report. 

school decoration. 

One of the days that we intended to have this year was Public 
School Decoration day. It was our intention to have a program 
with a view to creating an interest in artistic decoration of school 
rooms and grounds. During the coming year we hope to accom- 
plish much in this direction. Every school room should have 
some good pictures neatly framed and properly placed upon the 
wall. !Rusts and statues of great men and great poets should be 
secured as far as our means will permit. 

The schools can do much toward the cultivation of taste in the 
way of decorating rooms. I do not think it is setting a good 
example when we cover our walls here and there with advertis- 
ing cards which represent all kinds of institutions. It is my 
opinion that no picture should be permitted upon the walls of 
the school room unless it is worthy of a tieat franit-. If the 
teachers would all adopt this rule it would add to the cultivation 
of good taste on the part of pupils, who catch the spirit of the 
school room decoration that they see and carry it to their homes. 
THE EXPOSITION. 

During two days and one evening at thi' close of school we 
held an exposition of the school work of the children, repre- 
senting every grade and department. The display was taste- 
fully arranged in the High School hall. Each school seemed tO' 
vie with the other in making the exposition most attractive. Dur- 
ing the two days that the exposition was kept open more than 
5000 people visited it. The pleasure and satisfaction expressed 
by the parents who saw the work vv^as gratifying indeed to the 
teachers and the children. We met for the first time many of 
the parents, who could not be induced to visit the schools during 
the year. They could not, however, remain away when their 
children were so enthusiastic over the exposition. 

Many of the children, and the teachers too, gave vent to such 
expressions as *'Just wait until next exposition and see what we 
vrill show you !" The exposition is a great incentive to careful, 
accurate work on the part of the pupils. It gives the live teacher 
an opportunity to show his method of presenting subjects, liis^ 
plans for teaching. If a teacher has an original idea, it will be 
seen in the work of the children. Again, the exposition brings 
before the people at one time, and in one place, the work of 



SUrERINTr.XDEXT S RE roR" 



49 



every child and every teacher in the schools. For the time the 
school becomes the center of interest in the community. The 
exposition gives the pupil mementoes that are treasures in future 
years. Any student who has taken the pains and made a careful 
study in order to prepare the beautifully illustrated books in 
literature seen in the exposition this year ^^-ill treasure these 
liooks as long- as he lives. Improvement in all the activities of 
life is brought about through comparison. By means of the ex- 
position one child compares his work with that of another. One 
teacher's methods can be compared with another teacher's metli- 
ods. As a result all will strive to higher and nobler efitort. It 
is needless to say that the exposition this year was a surprise to 
all who saw it. A inch credit is due the principals and teachers 
for tha interest the}- took and the taste ihey displayed in arrang- 
ing and getting up the exhibit. The best results of the exposi- 
tion I feel will ])e seen in neater and more accurate work on 
the part of the children throughout the coming year. When we 
say "Exposition" to them in the future they will know what the 
term means. 

THE FANNIN SCHOOL, 

The loss by fire of the Fannin School turned out 600 children 
and thirteen teachers. So prompt was the action taken that the 
children were out only one day. Provision for their ins-truction 
was made at once. The loss of this building caused inconvenience. 
Favorable comment w-as made at the time upon the promptness. 
with which this difficulty was solved. The Taylor School and 
the lower floor of the High School divided time with the Fannin 
School. The children were not in school for' quite so long a ses- 
sion as existed before the fire. However, good work was accom- 
plished under the new condition. They received about four hours' 
instruction per day. At the close of the first term 90 per cent of 
these children were promoted, which fact is an indication that the 
discipline and instruction were maintained. I he Board immt>- 
diately let a contract for the reconstruction of the building and 't 
will be ready for occupation in September. 

MONTHLY PROMOTIONS. 

The tendency of tlie Public Schools is to l)ring all intellec's 
to a level. To avoid this, a system of monthly promotions has 
been instituted. The Principals and teacliers have worked together 



5(/ S'L-PERINTENDENT'S REPORT. 

to discover those pupils each month who were able to do his/her 
work than that of the grade in which they were located. An 
extremely active mind stagnates or turns its attention elsewhere 
unless work sufficiently difficult is placed before it. A monthly 
report of promotions was filed with the Superintendent, and from 
these reports I find that outside of the two regular periods for 
promotion the following promotions were made : The High 
School, 3 ; High School Intermediate, 5 ; Hamilton, 47 ; Longfel- 
low, 34; Fannin, 38: Talor, 17; Dow, 19; Hawthorne, 96; Cas- 
cara, 31 ; Elysian, 16; making a total of 306 fo-rthe year. In tlK- 
Colored Schools the promotions were as follows : High Schook 
12; First Ward, 8; Second Ward, 53 ; Douglass, 54; Fifth Ward, 
7; Sixth Ward, o; making a total of 145. Through this system 
of promotions we promote a pupil whenever he is read}* to be 
promoted. Tliis places each pupil where he finds at all times 
work suited to his development. 

APPOINTMENT OF TEACHERS, 

At the present time most of our teachers enter the school sys- 
tem as Supenumerary teachers. The Supernumeraries have been, 
selected from the list of applicants making the highest records in 
the High School and upon the examinations for certificates to 
teach. The graduates of the High School have been given the 
preference over applicants who are non-residents. The appoint- 
ments, however, have been made strictly upon merit, so far as 
merit can be determined through an examination. Though it is 
the case that applicants are chosen on the basis of merit and as 
far as practicable in order of standing in the examination, }et 
the public has never received a formal announcement of the mat- 
ter, and much of my time during office hours has been taken up in 
meeting applicants and their friends every time a vacancy has 
occurred. I am of the opinion that occasionally teachers of ex- 
ceptionally good standing, with unusual gifts and clearly superior 
attainments to the graduates of the High School, should lie 
chosen to teach in our schools. By this means new light and 
life will be infused into our school system. Sometimes it is the 
case that one may have the highest record of scholarship in the 
High School and on the examination, and yet the health of such a 
person, or his disposition, might make it desirable to select some- 
one else, not having quite so hig ha record of scholarship, but 



superintendent's report. 51 

possessed of good health, an even temper, and other necessary 
quahties to success. Therefore, I am of the opinion that in the 
future it would l^e well when a position for Supernumerary is 
vacant to take the ten names of graduates of the High School 
having the highest records and select from this list. After a 
year's trial as Supernumerary, if the teacher shows that his or 
her permanent appointment would not be for the best interest 
of the schools, such a name should not be further considered. 

THE COLORED SCHOOLS. 

There were enrolled in the Colored Schools of this city this 
year 2410 children. The Colored Schools had thirty-nine teach- 
ers, sixteen males and twenty-three females. There have been 
no expulsions from the Colored Schools during the entire year, 
and only two suspensions have been reported to my office. The 
complaints from parents have been very few indeed. The schools 
liave been, in some instances, very much crowded, owing to the 
lack of room. I trust, however, that during the coming year 
provision will be made so that these crowded schools may be 
relieved. The Te?chers' Institute for colorr>d teachers has made 
a studv of James" Psychology. The interested manifested by the 
teachers at each meeting this year has been very gratifing, in- 
deed. The discussions indicated thorough preparation on the 
part of all. A greater number of teachers than ever before, I 
am told by those who have been in the Institute for a number of 
years, took part in the discussion. The High School has had an 
enrollment of 135 pupils, probably the largest enrollment or ili : 
colored High Schools in Texas. The work was placed upon the 
departmental plan for the first time in the history of our schools. 
The large enrollment in the High School is an indication, I 
take it, that the colored people of this city are appreciating more 
than ever the opportunity to secure an education. During the 
coming year I hope the Board will be able to secure the services 
of a thoroughly trained teacher of drawing and writing. I hope 
that at no distant day proper provision can be made for the 
teaching of domestic art and domestic science in the colored 
schools of this city'. 



^^ SUPEiaNTENDENT's RFJ'ORT. 

CONCLUSION. 

The school system has been at a disadvantage at times during 
the year, }'et the principals and teachers have striven faithfully 
for the highest good of the children, and I am grateful for the 
earnestness shown by them in all our endeavors. I have tried 
to judge their work impartially and upon merit alone. For their 
loyal support in carrying out the Rules and Regulations and the 
Course of Study, I desire to express mv high appreciation. To 
the Board of Trustees, I feel deeply grateful for their support, 
their syir.pathy and advice at all times so cheerfully given. 

Respectfully, 
W. W. BarnETT, Superintendent. 



Graduates of the Houston Normal and High School. 



OFFICERS OF THE ALUMNI ASSOCIATION. 

Genevieve Johnson, '90 President 

Jennie J. Settegast, '97 First Vice President 

Louis N. Raphael, '97 Second Vice President 

Jolan DeLesdernier, '00 Recording Secretary 

Mary Waterman, '98 Corresponding Secretary 

Chales Doering, '97 Treasurer 

Name and Residence. Occupation. 

1879. 
Lucy Williams Brown, 

Mrs. .John W. Clark, Huntsville, Texas. 
1880. 
Bessie B. Bagby. Died 1894. 
Mary Georgia Dumble, 

Mrs. H. Baldwin Rice, city. 
Joseph R. Mitchell. Died 1893. 

1881. 
Ella R. Richardson, 

Mrs. Gustavus C. Street. Died 1890. 
Eloise E. Szabo, 

Mrs. Otto Witte, city. 
1882. 
Lillian B. Adey, city. 
Lillie C. Burke, 

Mrs. Richard P. Crawford, Foit Worth, Texas. 

Gussie Howard, city Teacher. 

B. Rathburli Latham, city. 
Avie Thomas, 

Mrs. W. R. Mason, city. 
1883. 
Mary K. Baldwin, 

Mrs. James Journey, city. 
Jennie G. Dooley, 

Mrs. C W. Cahoon, Dallas, Texas, 
Daisy Finnegan,* New York City. 
Elizabeth A. McNally, 



•^4 LIST OF GRADUATliS. 

Name and Residence. Occupation. 

Mrs. Andrew Dow, city. Died 1900. . . 

Edward J. Smallwood, city Printer. 

1884. 
Willie G Ashe. Died 1893. 
Amy M. Bering, city. 
May Blanton, 

Mrs. Frank W. Hill, Austin, Texas. 
Cora J. Jacobs, 

Mrs. Charles Alexander, city. 
Pearl Rich, 

Mrs. Sol B. Weil, city. 
Florence L. Russell. Died 1886. 
Hattie K. Swindell, » 

Mrs. L. D. Washington. 
Ella N. Wolfe, / 

Mrs. Clarence S. Reichman. city., 
Eugene Cabeen Blake, city. 

Edward W. Taylor Gray, Pittsburg, Pa Electrician. Westiu: 

1885. house Co. 

Mamie A. Coleman, 

Mrs. J. M. Collier, city. 

Arlette Cranford, city Teacher. 

Jessie Dunlop, 

Mrs. J. C. Florea, Stafford, Texas. 
Mary E. Dunlop, 

Mrs. W. A. Raymond, city. Died 1899. 
Bertha, C. Gilbert, 

Mrs. Lcuis Lechenger, city. 

Robert C. Smallwood,* city Physician. 

1886. 
Ella S. Gage, city. 

Helen C. DeChaumes, city Teach .-. 

Kate Dieaper, 

Mrs. Thomas McGonigle, city. 
Ratie M. Haber, 

Mrs. Abe Haber, Waco, Texas. 
Bertha F. Hartman, 

Mrs. Thomas Lawrence, city. 
Jennie M. Hunter, 

Mrs. Bernhardt Wall, Buffalo, N. Y. 
Fannie E. Levy, 

Mrs. Joseph Goldman, city. 



*Dean Institute, Franklin, Mass. 



*Graduate Pulte Med. Coll., Cincinnati, O. 



LIST OF GRADUATES. 55 

Name and Residence. Occupation. 

Mary E. Light, 

Mrs. W. F. Krahl, city. 
Emma A. Solomon, 

Mrs. Armand Rouff, Galveston, Texas. 

Cora A. Stansfield, city , . Teacher. 

1887. 
Edith Palmer Baldwin, 

Mrs. H. T. Warner, city. 
Emma Juhan Breaker, 

Mrs. T. C. Taylor. 
Florence G. Dwyer, 

Mrs. W. A. Cathcart, Daytona, Fla. 
Oceana A. Evershade, city. 

Pauline T. Sellers, city Teacher. 

William H. Crank,* New York City Attorney at Law. 

Stafford D. Richardson, city R. R. Clerk, H. & T. C. 

1888. 

Robert E. Breeding, city Attorney at Law. 

Hortense A. DeChaumes, city Teacher. 

Ophelia J. Gagne, 

Mrs. Theodore Hick, city. 
Addie S. Haynes, 

Mrs. E. H. McCullough, city. 
Isabella M. Labuzan, 

Mrs. A. E. Schaeffer, city. 
Alice H. Sedgwick,* 

Mrs. J. L. Hendry, Shanghai, China. 
Annie B. Sydnor, 

Mrs. William E. Hamilton, city. 
1889. 

Effie Black, city Stenographer. 

May Belle Branard, 

Mrs. Charles Marr, city. 
Lizzie Curtin, 

Mrs. E. H. Hartung. Died 1893. 
Mabel Guion, 

Mrs. Charles F. Forsyth, New York City. 

Jonas Levy, city Bookkeeper. 

Bertha Hart, 

Mrs. H. F. Lahourcade, city. 
Clementine Miller, 

Mrs. Paul Floeck, city. 
Daisy Scanlan, city. 



*Wasliington-Lee Univ., Va.; Univ. of Toxas, Austin. 



56 I,IST OF' GRADUATliS. 

Name and Residence. OccupatioH. 

1S90. 
Miriam Burgheim, 

Mrs. Sol Braunig, city. 
Lena Candee, 

Mrs. B. B. Bassette, New Britain, Conn. 

Emma Duvernoy, city Teacher. 

Edith Dwyer, 

Mrs. Edith D. Wright, city Teacher. 

Genevieve Johnson, city Teacher. 

Bessie King, 

Mrs. Alb. H. Haywood, Porto Rico. 

George Moore, city Stenographer. 

Hester Mitchell, city. 
Fannie Sedgwick, city. 

Minnie Szabo, city Teacher. 

Belle Temby, 

Mrs. H. M. Gumming, city. 
1891. 

Mary Cato, city Stenographer. 

E'mile Hartman, Temple, Texas. 
Tillie Hartman, 

Mrs. Paul J. Evershade, city. 
Mary Hartung, 

Mrs. H. H. Holtcamp, Seattle, Wash. 

Ida Nussbaum, city Teacher. 

Lillie Nussbaum, • 

Mrs. L. Houseman, city. 
Josie Pippart, 

Mrs. F. H. Meyer, city. 
Mary Reichardt, 

Mrs. L. F. Schweikart, city. 
Blanche Rich, 

Mrs. C. D. Wolf, city. 
Leona Tryon. 

Mrs. B. S. Woodhead, city. 
Mamie DeWaal, 

Mrs. H. Duke, city. 
Ida Warner, 

Mrs. James W. Lockett, city. 
' 1892. 

Kate Dunn, city 

Jessie Fife, Teacher. 

Mrs. H. M. Pease, New York City. 
Bella Halff, city. 
Frances Liskow, city 



m 



i;rST OF GRADUATES. 57 

Name and Residence. Occupation. 

Mrs. L. Hunt, city. _ 1 

Cora Schoenmann, city. 

Lottie Scanlan, city. _ , 

Bessie Spaulding, / 

Mrs. Martin Ewing, Delta, Col. 
1893. 

Amanda Byrd, city Teacher. 

Cora M. Campbell, city Teacher. 

Richard Franklin, city Attorney at Law. 

Mary Gallochar, city Teacher. 

Pearl Guion, city Teacher. 

Maggie Hunter, , j 

Mrs. W. J. Kincaid, city. 

Annie Warner, 

s ) 
Mrs. Dr. John D. Duckett, Florence, Ala. ^, 

Eva Winne, city Teacher. 

1894. ,j;/^ 

Mamie Bastian, city Teacher. : ,iJA 

Frank Berry, city. :rrii/.' 

Gertrude Bleakney, :: 

Mrs. Patrick M. Doyle, Cuba, Wis. 90i!A 

Eva Burns, city. Died 1900. tW[ 

Katherine Campbell, city. ' atftrn?!- 

Elizabeth Clemens, 3iM 

Mrs. B. S. Humphrys, Chicago, 111. srii.'sl/: 

Clintie Cockrell, j, f?rfijl, 

Mrs. J. P. Keithly, city. '^rnffs'i 

James Sedgwick, city Student Union Theolog. 

Sem., Richmond, . Va. 

Fannie Simpson, city Teacher. .' ." ,. 

/^ rcc f'l^lVj. 
Vive DeLesdernier, city Teacher, ^ ,,"" 

Jennie Sullivan, city Teacher. ^ 

Kaioline Tusch, . . . 

Mrs. Charles Tinsley, Chicago, 111. ' ' '; 

♦University of Maryland. -^-r „ ',l--^i 

1^^^- oVI Bfi^.b.oO 

A. Earl Amerman, city Attorney a/t L»&ij© 9i!I.e8 

Nona Amerman, city Teacher. jdIA .aiM 

Car;ie B. Beasley, stei'? .A ottOi 

Mrs. Charles A. Hooper, Navasota, Texas. q .Q eii^nrAH 

Edith M. Bradley, city Teacher. rrrioL .3iM 

Paula C. Doering, city Teacher. [cibH .J aidcfLl 

Valina D. Gieseke, city. I .1. .-rQ .a-iM 

Innerarity Wilson,* city AttorneyiaU I^'st. giapeS 

W9J8 .0 Brifiea. 

-[ .1. .W .a-rM 



^^^ tlST OF GRADUATES. 

Name and Residence. Occupation. 

Mamie E. Griffin, city Stenographer, 

Lucy B. Harrison, 

Mrs. Fied S. Broolvs, Stierman, Texas. 
Annie E. Hewes, city. 

Mary H. Hogan, city " Teacher. 

Clara E. Huebner, 

Mrs. C. W. Maggard, city. 

A. Jane Hutchins, city Teacher, 

Mamie Lubbock, Teacher. 

Virginia R. Kidd. 

Mrs. Charles N. Dunlap, city. 
Esther Loeb, 

Mrs. Joe Ehrenfeld. city. 

Catherine H. Marti, city Teacher. 

Rosie Opet, 

Mrs. S. W. Baernstein, Groesbeeck, Texas. 

Annie R. Penny, city Teacher. 

Alice M. Powell, city. 
Minnie Ross, 

Mrs. H. H. Gordon, St. Louis, Mo. 
Alice W. Rushmore, 

Mrs. William Cumming, city. 
Emma D. Sauter, 

Mrs. Bert L. Turngr, city. 

Martha C. Shelby, city Teacher. 

Julia J. Sternenberg, city Stenographer. 

Fannie M. Swain, city, 
1896. 

Louise Cabaniss, city. 
Marion A. Charlton, 

Mrs. William J. Settegast, city. 
Mary E. Cunningham, city. 
Virginia T. Gordon, 

Mrs. R. T. Coons, city. 
Edith R. Hull, city. 
Cordelia Noble, city, 
Sallie Opet, 

Mrs. Albert Chimene, city. 

Otto L. Pietzner, city Attorney at Law. 

Blanche D. Pyle, 

Mrs. John F. Ryan, city. 
Libbie L. Raphael, 

Mrs. Dr. J. H. Sampson, city. 
Bessie J. Scharpe, New Orleans, La. 
Bertha G. Stewart, 

Mrs. W. J. Kuhnell, city. 



UST OF GRADUATES. 59 

Name and Residence. Occupation. 

John W. Stewart, city Attorney at Law. 

JNIaggie Sullivan, 

Mrs. Edgar Murphy, city. 
Coral C. Vinson. 
Joseph C. Vinson. 
Elizabeth Warner, city, 
Lillah R. Winne, 

Mrs. Harold Woodhead, city. 

1897. 

Vera B. Barber, 

Mrs. E. M. Champion, city. 
Decherd Calvert, city. 
Charles N. Campbell. 
Charles A. Doering, city. 

Thomas Fletcher Tutor Univ. of Texas. 

Alberta I. Fox, city. • 

Geoige C. Gaines, city. 

Erma M. Gill, city Teacher. 

Margaret C. Ideson, 

Mrs. Henry Ladd, Austin, Texas. 
Althea Jones, city. 
A. May Jones, 

Mrs. John N. Steele, city. 
Lillian Lea, city. 
Addie McDaniell, city. 
Adelia M. McGowan, 

Mrs. George C. Gaines, city. 
Berlha A. Nussbaum, city. 
Tulla C. Odencrantz. 
Adelaide Polsgrove, 

Mrs. O. V. Colvin, Colorado, Texas. 
Louis N. Raphael, city. 

Rosa D. Rowan, city Teacher. 

Clara C. Schmidt, city Teacher. 

Jennie J. Settegast, city. 

Elizabeth K. Stephens, city. 

Edna J. Tuttle, city. 

Edith B. Wilcox, city Teacher. 

1898. 

Clark W. Breeding, city. 

Frederick Clemens, city. 

Annie G. Dissen, city. 

Elizabeth A. Dwyer, city. 

Lydia L. Ebdon, city. 

Susie E. Edmonds, city Teacher. 



60 LIST OF GRADTWTES. i 

Name and Residence. Occupation. 

Laura S. Franklin, city. • 

Lou Ella Friedenhaus, 

Mrs. D. O. Folk, city. 

Etta F. Grimes, city Teacher. 

Frances M. Hogan, city. 

Mildred S. Howard, Memphis. Tenn Stenographer. 

Geneva M. Little, city Teacher. 

Nellie A. Mather, city Teacher. 

Henrietta S. McGowen, city Stenographer. 

Beatrice M. Moskowitz, city. 

Edith A. Munger, city Teacher. 

Charles S. Oliver, city. 
Sylvester E. Riordan. city. 

Ena F. Robb, city .- Teacher. 

Norman T. Robertson, city Student Univ. of Texas. 

Bertha R. Schoverling, city Teacher. 

Mabel Seddon, city Teacher. 

Louise Smith, city. 
Hulda C. Stille, city. 
Maybel Sweet, 

Mrs. Jerome Swinford. 
Sam T. Swinford. Jr., city. 
Marian Walker, city. 

William H. Ward, city Student Univ. of Texas. 

Mary L. Waterman, city. 
Edna D. Woolford, city. 

Certificate: 
Nettie H. Lockart, city. 

1899. 

Juanita Allen, city. 

Annie P. Barron, city Teacher. 

Annie E. Bearden, 

Mrs. Frank D. Mclntyre, city. 
Frank Black, city. 
Ella M. Blaffer, city. 
Gwyn Briscoe. 
Madie Briscoe. 
Josephine Catron, city. 

Fieddie Cawthon, city Teacher. 

Elizabeth Chapman, 

Mrs. Julian Wright, city. 
Estelle P. Golibart, city. 

Hattie L. Gribble, city Teacher. 

Nannie L. Hanp,?,,. ,pijtf :::::::::::::::::::: Teacher. 

Mary O. Hotchkiss, city. 



1.IST OF GRADUATES. 61 

Name and Residence. Occupation. 

Julia B. Ideson, city Student Univ. of Texas. 

Sadie S. Jones, 

Mrs. I. L. Campbell, city. 

Mildred A. Kennedy, city Teacher. 

Clara Kocher, 

Mrs. Charles H. Duncan, city, 
Melissa D. Miller, 

Mrs. O. F. Bartine, city. 
Ella L. Mulvihill, city. 

Margaret Obermuelier, city Teacher. 

Blanche L. Paschal, city Teacher. 

Emily Rawlings Student Univ. of Texas. 

Fannie P. Schoeverling, 

Mrs. Clyde H. Henry, city. 
Vera Strong, city. 
M. Mabel Tharp, city. 
Virginia Waldo, city. 
Liula Waldo, city. 

Mabel S. Windle. city Teacher. 

Fred B. Bradley Stud. Leland Stanford. 

George L, Charlton, city. 

Alva B. Court Naval Acad., Annapolis. 

Stafford G. DeLesdernier, city. 
Randon Porter, city. 

Leopold G. Sam, city Attorney at Law. 

Maurice Wolf, city. 
1900, • 

Edna J. Anderson, city ,. Student Univ. of Texas, 

Margaret Barrus, city. 

Kate Bringhurst, city Student Univ. of Ttxas. 

Mabel G. Clark, city. 
Mattie E. Clark, city. 
Josie A. Coghlan, city. 
Eva E. Edmonds, city. 
Ruth A. Finch, city. 

Emma C. Gaines, city Teacher. 

May C. Golibart, city .Teacher, 

Mebone R. Hall, city. 

M. Blake Hartwell, city. 

Ruth r. lankes, city. ' ~ 

Myrtle L. Jaek:5on, city. 

Alice Kenuedy, city. ' 

Frances Kate Lea, city. 

Sarah A. McGowen, city. 

Lavinia Namendorf , city Student Univ. of Texas. 

J. Louise Oliver, city. 



62 



LIST OF GRADUATES. 



Name and Residence. Occupation. 

Julia M. O'Leary, city. 

Bessie T. Pruett, city Teacher. 

Ouida P. Queen, city. 

Annie P. Roberts, city Teacher. 

Elsie A. Scheultz, city Teacher. 

A. Jewel Schiller, city Teacher. 

Emily M. Scott, city Teacher. 

Rosa Belle Schram, city. 

Alvina F. Streit, city ; . . . . Teacher. 

Rizella M. Taub, city Teacher. 

B. Jessie Tharp, city. 
Mary W. Waters, 

Mrs. W. C. Coleman, city. 

Nellie B. Yorty, city Teacher. 

Enga M. Arnold, city. 

Francis W. Bailey, city Librarian Carnegie Lib. 

Charles Craig Belk, city. 
Harold E. Borton, city. 
Charles M. Breeding, city. 
John R. DeLesdernier, city. 
Charles Arthur Dwyer, city. 
Harwood H. Fawcett, city. 

Roy H. Miller Student Univ. Chicago. 

William George Priester, city Student Louisville Med. 

Henry H. Sanders, city. Coll., Louisville, Ky. 

William G. Sanders, city. 
H. St. John Waggaman, city. 
F. Carrington Weems, city. 
Roscoe Wilson, city. 

1901. 

Mary P. Alsbury, city. 
Lodema A. Barnes, city. 
Clara M. Carter, city. 
Mabel S. Davis, city. 
Th. K. Ebdon. city: 
Bessie E. Graham, city. 
Clementine Grumbach, city. 
Dot B. Hairall, city. 
A. Delano Hartwell, city. 
Violet M. Hoskins, city. 
S. Louise Huckabee, city. 
Mary R. Johnston, city. 
Carlotta C. Jones, city. 
Florence L. Kerr, city. 
M. May Kirlicks. city. 



LIST OF GRADUATES. 63 

Name and Residence. Occupation. 

Bertlia Loewenstein, city. 
Mary B. McAshan, city. 
M. Katliryn Mc Carter, city. 
Augusta F. Malmgren, city. 
M. Mabel Maney, city. 
Bertha L. Monaghan, city. 
Winnifred J. Mulvihill, city. 
Feeney M. Murphy, city. 
Clara M. Orr, 

Mrs. Charles K. Bowen. Jasper, Texas, 
Josephine A. Pastoriza, city. 
Alpha G. Pettis, city. 

Adele Porter, city. , 

Mary E. Rankin, city. 
M. Elizabeth Riley, city. 
Emma Scherffius, city. 
Margaret O. Seddon. city, 
Anne Marie Stiles, city. 
Madge Stinde, city. 
Louise Waggaman, city. 
J. Gertrude Whited, city. 
M. E'stelle Wilson, 

Mrs. H. W. Anderson, city. 
Mary A. Yates, city. 
Charles Henry Amerman, city. 
Wallace R. Campbell, city. 
John Dreaper, city. 
Dan Olivei Fitzgerald, city. 
Charles D. Folse, city. 
Henry H. Ford, city. 
Alexander Keller, city. 
William T. Long, city. 
S. Franklin Noble, city. 
Louis Charles Phelps, city. 



GRADUATES OF COLORED H'GH SCHOOL. 

1896. 

Wright Mungen .- . City Mail Carrier. 

1897. 

Charles Jackson, Chicago Student. 

Samuel Davis, city Porter. 

Pinkie Cooper, city. 



64 



LIST OF GRADUATES. 



Name and Residence. Occupation. 

1898. 

Pauline Peacock, city. 

Emily Scoggins, city Teacher, 

Loretta Nilson, city. 

Annie White, city Teacher, 

Ella Taylor, city Teacher. 

1899. 

Elijah P. Allen, Galveston. 
James R. Johnson, city. 

Leon Marsh, Philippines Soldier. 

Dallie E. Miller, city Teacher, 

Mamie P. Williams, city Teachei', 

Bessie Kyle, city. 
Clara Bazley, city. 

Wessie M. Grimes, city Teacher, 

Olive Perry, city Teacher. 

1900. 

Lucius V. Harrison, Bryan. 

Richard Locket, Atlanta Student. 

Oscar Spencer, city. 

Frankie Johnson, city Supernumerary, 

Julia, Chambers, city. 
Maggie Whitherspoon, city. 
Elizabeth McCullough, city. 

1901. 
Gus Davis, city. 
Emma Todd, city. 
Mamie Arnold, city. 
Tennessee Milligan, city. 
Trula Jones, city. 
Bell Franklin, city. 
Georgia Buckner, city. 
Ruth Pratt, city. 
Viola Polk, city. 
Olletta McCloney, city. 
Minnie Brock, city. 
Nobie Cheatham, city. 



TREASURER'S REPORT. 



fiEPORT FROM AUGUST 31, 1900, TO AUGUST 31, 1901. 

RECEIPTS. 

Balance August 31, 1900 $2,150 09 

From State apportionment 40,337 00 

From county apportionment 1,061 50 

From ciiy apportionment 75,671 31 

From tuition fees 1,595 01 

From insurance 30,261 07 

Total $148,925 89 

DISBIRSKMKNTS. -i-iZjLiLl-li 

To teachers' account $88,265 82 

To supervision 3,542 27 

To rent 1,980 10 

To repairs 35,882 47 

To furniture 278 40 

To schoIa?Mc census 486 66 

To supplies 3,649 1 i 

To fuel 568 77 

To insurance v 808 40 

To printirg .' 849 54 

To janitor 7 046 41 

To labor an d liauii ng 45 85 

To sanita) ion 2,488 79 

To light _ *. 60 

To treasurer's commission .,....". 364 13 

To freight 21 09 

To maps 22 00 

To advertising > , , • 9 gO 

To election expense , 123 00 

To architects' fees , 1,436 38 

To notary public fees 3 50 

Total $147,873 12 

Com mention Above Report 

Twenty-one thousand six hundred dollars of the above disbursements 
was from the years 1899 and 1900. The $3,542.40 for supervision is a 
j3ortion of the salary for the year 1899-1900 and part of the salary for the 
year 1900-1901. The $35,882.47 for repairs in a larg? measure was spent 
in rebuilding the Fannin School, lost by fire, and also includes repairs " 

due to the September storm and repairs made during this summer and ":>-~ 

all during the year. A portion of the $88,265.82 teachers' account is ? ^ 

from the previous year, j. .l Settegast, ^^ (^ 

Treasurer. V Sj 



S 



COURSE OF STUDY 



FOR THE 



HOUSTON PUBLIC SCHOOLS. 



PRIMARY AND INTERMEDIATE GRADES. 

UKy\DING AND LTTKRATrRE. 
First Grade — Low Division. 

L^se the Readers furnished l)y the Trustees. The word and sen- 
tence method from hlack-hoard and charts. The idea, the spokeiT 
word, the written or ])rinted word, and its appropriate utterance. 
First Grade- High Division. 

Use the Readers furnished Ijy the Trustees. Comi)letc one of 
the First Readers. 

Second Grade — Low Division. 

Use the Second Readers furnished hy the Trustees. New words- 
pronounced and their meanings made familiar ])v use hefon> be- 
p;innino' to read. Names of punctuation marks foimd in reachni:;- 
lessons. Use Aesop's Fabk^s. 

Second Grade — l-iigh Division. 

I'se tlie Second Readers furnished by the Trustees. Complete 
one of the Second Readers. Use Aesop's Fables. 

Third Grade — Low Division. 

Use Thir<l Readers furnished by the Trustees. Preparation as 
in previous grade. Names of punctuation marks found in reading 
lessons. Use Grimm's Fairv Tales and Hans Anderson's Stories. 
Third Grar'e — High Divisicd. 

Use the Third Readers furnished by the Trustees. Scudder's 
Fables and Folk Stories are to be read. 



coursf; of" study. <')7 

Fourth Grade — Low Division, 

Use the Fourth Readers furnished by the Trustees, and read 
"'Black Beauty, the Autobiography of a Horse." 
Fourth Grade — High Division. 

Use the Readers furnished by the Trustees. Complete one of 
ihc Fourth Readers, arirl read Hawthorne's Wonder Book, R. 1^. 

S., Xo. 17. ■ 

Fifth Grade — Low Division. 

Read Bio.<?-raphical Stories, Child Fife in I'oetry, Mark Bailey's 
"How to Read," articles in Appleton's Fourth Reader. The teach- 
er should read "How to Teach Reading in the Public Schools," 
by S. H. Clark, Chicago University. 

Fifth Grade — High Division. 

Reaci Raskin's "King of the Golden River," R. T,. S. 126; 
I amb's "Tales from Shakespeare," No. 65, R. F. S. 
Sixth Grade — Low Division. 

Morse's "Importance of Good Manners," to be read to the 
I u]3ils by the teacher and discussions to follow by pupils and 
teacher (three lessons). "The Courtship of Miles Standish." 
^ nother cla??ic to Ix- furnished l)y the Board. 
Sixth Grade — High Divir-ion. 

Read "Tales from a Wayside Inn," No. 34, R. F. S. ; Fongfel- 
low's "Evangeline," R. F. S. The teacher will find an excellent 
i-ritic[ue on Evangeline in the Chautauquan, Jannory. , - 
ihtr clasj-ic to Ih" furnished by the Board. 

Seventh Grade — Low Division. 

Washin< ton's Rules of Conduct to be furnishrd from the Su- 
perintendent's office. (Two recitations.) In the Seven Ameri- 
can Classics read the Fegend of the Sleepy Hollow, The Song of 
Marion's Men, The Death of the Flowers, The Flood of Years, 
read The Fady of the Fake, Cantos I, 11, HF R. F. S. 53. Divide 
tlie time betw^een Fady of the Fake and American Classics. 
Seventh Grade — High Division. 

Read Fady of the Fake, Cantos IV, V, VI. In the Seven Amer- 
ican Cla.'.sics read the Great Stone Face, The Building of the Ship, 
-Miow-bound The [5allad of the n\ -t.-rman. The HeiHit of the 



68 COURSE oe STUDY. 

Ridiculous. The Eoys ; read Tales of Chivalry froui Scott, W'el)- 
ster's Bunker Hill Oration. 

Riv MARKS. 

In teaching reading- and literature, during the first four years, 
the child should gain mastery over the printed page. There are 
four values to be considered. Reading furnishes an opportunity 
to increase the child's vocabulary. The new words in the lesson 
should be learned from their setting or from the dictionary. The 
meaning of no word should be sought from the dictionary if its 
meaning can be gained from the use of the word in the sentence. 
Ruskin says in Sesame in Lilies, "I can tell you earnestly and ati- 
thoritatively, you must get into the habit of looking intensely at 
words and assuring yourself of their meaning, syllable by syl- 
lable, nay letter by letter. You might read all the books in the 
British Museum and remain an utterly illiterate, uneducated per- 
son, but if you read ten pages of a good book, letter by letter, that 
is to say, with real accuracy, you are forevermore in some measure 
an educated ])ers()n. The entire difference between education 
and non-edtication, consists in this accurac}'. A well educated 
])erson niay^ not know many lan<?uages, but what he knows he 
kn.ows precisely, whatever word he pronounces he pronounces 
rit.''htly. The accent or ttirn of a single expression will mark a 
scholar at once." No teaching can make reading interesting, or 
instructive, when ths,' pu])il must struggle with tlie meaning and 
pronunciation of the words during the oral reading. Reading 
must be something more than the work of the vocal organs. The 
words should be taucht, not for the sake of increasing the child'-; 
vocabulary, but that he may master the thought. 

Socond. Reading and literature should be considered from the 
aesthetic side. There is no excuse for reading anything that does 
not come from the hand of a master. Test every selection in the 
reader by the question. Is this literature? For literature is 
thought and sentiment so expressed that it pleases by its form or 
content for a generation after an author's time, or for all ages. 
Give the pupil complete selections. Look over the index in the 
reader and see what selections are literature, and spend the time 
on these. We are to teach children to love reading. 

Third. Literature is ethical as well as sesthetic in its nature. 
In the teaching of reading and literature we have the best oppor- 



"^OL'RSE OF STLDV. 69 

tnnity for impressing ethics in a natural way. The child sees the 
lesson of self-denial lived in the story and carries it home with 
him. The teachings of literature are therefore natural, not forced. 
In taking up one of these masterpieces, the teacher should study 
out the underlying principle which runs through the story. The 
child must be led to discover for himself the ethics involved. Tell- 
ing" is not teaching. There is no joy like the joy of discovery. 

Fourth. Reading should be a means for mental discipline. Too 
often reading is mere word calling. "He left out the and put in 
Olid." "She didn't let her voice fall at the period." These state- 
ments tell a story, they are too significant to need discussion. Pu- 
pils should be taught to comprehend the subject matter as a whole 
and to grasp the si2,Tiificance of the parts, as well as to discover 
and appreciate beauties of thought and expression. Let each para- 
graph be analyzed and stated in the pupil's own language in the 
fewest words possible. Let the pupil tell the story, get him to see 
the })ictures. arouse and (|uicken the imagination, bring into play 
his judenient. let him compare the thoughts presented, compare 
this unit vrith otlier units. Li the language of another, that which 
we desire the pupil to learn we vv'ill cause him to state in a hundred 
different fcriTis in order to be sure that he has really made it his 
own. Bi cry poem or prose selection should be read at least three 
times by the pupil. 



ARrrHMETIC. 

First Grade — Low Division. 

Xumlxr- frop- t to y, inclusive; addition, subtraction, multi- 
plication and division, taught by means of objects. L^se the 
Speer blocks ; and tlie simple measures, such as pint. The teacli- 
er should refer to Grififin's Supplementary Work in Arithmetic, 
Wentworth's and Reed's Primary Numbers, Woodward's Num- 
ber Stories, Eadlam's Aids to Numbers. * 

First Grade — High Division. 

Xumibcrs from C) to 15, inclusive, as in the previous term. Writ- 
ing and reading numbers to 1,000. Adding numbers, the sum 
not exceedin-;" tlirce orders, and the sunn of any column not 



TO course; of study. 

greater than 30. Easy problems in subtraction, each fiirure of 
the subtrahend being smaller than the corresponding figure of 
tlie minuend. Coins from I cent to i dollar, the inch, the foou 
the pint, the quart, using the measures. 

Second Grade — Low Division. 

Review the work of the First Grade. Numbers from 15 to 30. 
Facts discovered l)y pupils, and tables formed. Writing num- 
bers consisting- of four orders. Subtraction, some figures of the 
minuend not being so large as the corresponding figures of the 
subtrahend. .Addition of numbers, the sum of any one column 
not greater tlian 50. Fractions 1-2, 1-3, 1-4. 1-5. Roman num- 
erals to L. 

Second Grade — High Division. 

Addition and subtraction continued with numbers consisting of 
four orders. Multiplication and division tables formed by pupils. 
using educative objects. Easy problems in multiplication, the 
nniltipli'jr not exceeding 5 . Division, the divisor being 5 or 
less than 5. Caution : Do not teach long division using a di'visor 
containing one figure. Roman numerals to C. ?deasures. 

Third Grade — Low Division. 
^ Wiiite's First Book of Arithmetic, part i to page 49. 
Third Grade — High Divisicr.. 
\\ Intc's First IJook of .'^.rithmetic, from page 4cj to page 86. 

Fourth Grade — Low Division, 
Review division and complete White's First Book to page 100. 
Fourth Grade — High Division, 

Complete common and decimal fractions. White's First Book 
to page 117. 

Fifth Grade — Low Division. 
Review common fractions. White's First Book to page 143. 

Pifth Grade — High Division. 

Complete XMiite's First Book and review, using new problems 
for the review. 

Sixth Grade — Low Division. 

White's Complete Arithmetic, page 37 to page 138. Omit 
United States money. 



COURSiJ OF STUDY. i 1 

COURSE OF STUDY. 
Sixth Graae — High Division. 

Page 138,10 page 230. Omit the metric system, mensuratioa. 
slocks and bonds. 

Seventh Grade — Low Division. 
White's Complete Arithmetic, from pa2;e 230 to page 290. 
Seventh Grade — High Division. 

\\'hiti''s Complete Arithmetic, page 290 to page 326. Teach 
mensunlion omitted in the Sixth grade. 

REMARKS. 

The purpose in teaching Arithmetic should he close observa- 
tion, exact statement, complete analysis, practical knowledge, ac- 
curacy, rapidity and neatness. Problems which merely perplex 
and exhaust the pupil should be avoided. r\!uch time might bv 
wasted on problems that have no connection v;ith. life. Principles 
can only be learned by teaching many, many problems that illus- 
trate the;-.e 'principles. Much time can be wasted by sending ten 
or twenty pupils to the blackboard at one time. Let one pupil 
be sent to the board, have him talk to the class as he proceeds, 
and unless he can make it clear to the class how, and why, Iv 
proceeds, c^n ^-omc one to take his place. Having one pxipi^ at the 
board concentrates the attelition of the entire class, and greater 
progress \ii, il! be made in the end. Every pupil in the class must 
be made to feel tliat he may be called upon at any moment to take 
the place of tlie oie at the board. 



SPELLING. 
First Grade — Low Division. 
Oral spelling of words from reader or blackboard. Copying 
Vvords and sentences. Writing words and sentences from dicta- 
tion. Teach tlie niacron and breve sounds of the vowels; consult 
the diacritical chart to be furnished. ¥.'ords from all thee sub- 
jects taught. 

First Grade — High Divsicn. 

Continue the work of the Low First. Have children make a 
dictionary of the words used during tlie term. Give constant 



72 COURSE OF STUDY. 

practice in oral spelling, so that pupils may spell promptly and 
correctly. 

Second Grade — Low Division, 

Oral, written and phonetic spelling of words from all the sub- 
jects taught, silent letters marked, accented syllables indicated, 
the macron and breve sounds of tlie vowels- 
Second Grade — High Division. 

Follow the same plan as in the Low Division. Be sure thai 
children understand the meaning of the words. 

Third Grade — Low Division. 

()ral, written and ])honetic spelling of words from all the sub- 
jects taught. Silent letters marked, accents indicated, the direre 
sis soimd of the vowels, and review the macron and breve sounds 
of the vowels. 

Third Grade — High Division. 

Continue as in the Low Division. Review the sounds taught 
and teach the caret sounds of the vowels. Study division of 
words into syllables : see that pupils can distinguish a syllable. 
Fourth Grade — Low Division. 

Words and definitions from the literature, geography, history 
and language, both oral and written spelling ; the w^ritten spelling 
to predominate. Review the diacritical marks of the preceding 
grades, and teach the marked sounds of "c" and "g" : teach the 
sub-diceresis sounds of the vowels. 

Fourth Grade — High Division, 

Spelling book. Benson's Practical Speller Xo. 2, to lesson 55, 
Teach the tilde sounds of the vowels and the marked sounds of 
"s" and "x," 

Fifth Grade— Low Division. 

Benson's Speller No. 2 to lesson no. Oral and w-ritten spell- 
ing, written spelling to predominate. Careful study of pronun- 
ciation. Teach the period and sub-period sounds of the vowels. 
Review all other sounds taught in previous grades ; drill con- 
stantly on marked sounds. 

Fifth Grade — High Division. 

Benson's Speller No, 2 to lesson 165. Teach words from the 



COrRSE OF STl'DY. 73 

literature, ijeograph}-, history, arithmetic. Teach the macron 
"th," suI)-iiiacron "n," and ti!r4e "n." Review all other sounds 
taught. 

Sixth Grade — Low Division. 

Benson's Speller Xo. 2 to lesson 219. Review the diacritical 
chart ; the pupils should now he ahle. after a month's drill, to pro- 
nounce any word in the dictionary. 

Sixth Grade — High Division. 

Bens(:*n's vS]jeller Xo. 2, lesson 219 to lesson 270. Other words 
taupfht from tlie literature, arithmetic, history and geography. 
Especial attention to he given to perfecting the pupil in his 
knowledge and use of the marked sounds of the language. He 
should now hv ahle to give any sound as soon as he sees it 
marked. 

Seventh Grade — Low Division. 

Special attention to he given to the etymology of words, spell- 
ing and 1 ronunciation of words in the literature, history, geog- 
raphy. .\ r>.\ic\v of the diacritical charts. 

Seventh Grade — High Division. 

Words frc in tlie literature and other subjects. The pupil at 
this stage sliould he able to consult the dictionary in an intelli- 
gent manner. He should know thoroughly the marked sounds 
of the English lau'Tuage. He should be able to select apt defini 
tions on consulting the dictionary. 

, remarks! 

The pupils should he given both oral and written spelling, the 
written to predominate. They should be trained to spell no word 
when in doubt. The doubt should be removed by consulting the 
dictionary. Pronunciation should not be taught by imitation 
alone. If the diacritical marks are well taught the pupil can 
pronounce for himself. Do not undertake to teach all the words 
in the Speller. Select and teach thoroughly a few words at each 
lesson. 



COURSE OF STUDV, 



GEOGRAPHY. 

First Grade — Low Division. 

Use, as a basis, "Skyward and Back," by Robinson. Nature 
study as directed throug-h tbe ojade meetings. 

First Grade — High Division. 

Continue the work as be^j^un in the Low l^ivi^inn. 
Second Grade — Low Division. 

In adcbtion lo the nature study, read to tbe children, or tell 
them, the substance of "Jane Andrew's Seven Little Sisters Who 
Lived on the Round I'all." L^se the story as a basis for Language 
work. Illustrate the stories on a globe having continents and 
.'^eas outlini'd, locale and represent the home of each little girl. 

Second Grade — High Division. 

L^se as a basis iViyne's Geographical Nature Studies, first half 
of the book ; w here it is possible, illustrate by objects, or by 
oljservation of nature. 

Third Grade — Low Division. 

Use as a basis Payne's Geographical Nature Studies, same a,< 
in High Division, S<'ccMid Grade. 

Third Grade — High Division. 

Rand-McNally's Elementary Geography to lesson 22. Majj* 
drawing upon blackboard apd paper. Sand modeling of map^. 
Read to the class "Glimpses of the World." 

Fourth Grade — Low Division. 

Rand-}>IcNally's Elementary Geography from lesson 22 to les- 
son 38. Read to the class the "Home and School." Map draw- 
ing, as in previous grade. 

Fourth Grade — High Division. 

Rand-.\IcNally's Elementary Geography, lesson 38 to lesson 50.. 
Read to the class "This Continent of Ours." Map drawing. 

Fifth Grade — Low Division. 

Rand- McN ally's Elementary Geography. Complete the book. 
Read to the class "The Four ]\IacNicols." ]\Iap drawing. 



COURSE OF* STUDY. < -i 

Fifth Grade — High Division. 

Rand-McNally's Grammar School Geography. Begin on page 
44, United States, and end with Central States, page 83. Have 
modeling in sand Map drawing on blackboard and on paper. 
Read the "\'oyage of the Yacht Sunbeam.'' Draw map of the 
.vo}-age. 

Sixth Grade — Low Division. 

Rand-McXally's Grammar School Geography, Central States 
tr. Europe, page no. From page 177 to page 186, Geography of 
Texas in connection with Texas History. Read to the class "Our 
American Xeighbors." Have pupils write letters to children in 
ether cities. 

Sixth Grade — High Division. 

Rand-?\lcXalIy's (Trammar School Geography, Europe, page 
[ 10 to page 157. Read to the class "Europe, Our World and Its 
Ptople" series. 

Seventh Grade — Low Division. 

Rand-?^lcXall\ 's Grammar School Geography, page 5 to page 
39. Read to the class Jules Verne's "Tour of the World in 
Eighty Days." I\[ake a progressive map on the blackboard, 
sl:ov;ing the voAage of Phineas Fogg. Have pupils make the 
5a me map on paper each day. 

REMARKS. 

Geography is one of the most enjoyable subjects, or one of the 
most uninterestivig i-ubjects imaginable, depending entirely upon 
llic teaciier and the way he presents th^e subject, the books ho 
rtads from, and the appliances he uses. Fact teaching will never 
nil any one with enthusiasm. There are two elements to be con- 
sidered ill leaching geography — one is the place element, and 
the other is the causal element. The teacher who dwells mostly 
on place element will not develop the child's power of reasoning. 

pjoimdaries of States, length of rivers and location of cities 
are useful enough in themselves, but the reason for the location 
of a city is more important than the location itself. England is 
a great manufacturing country: this fact is worth knowing, but 
■ZvJiy England is a great manufacturing country is more important. 

In addition to the use of text-books, the teacher must use a 



T6 COURSE OF STUDY. 

large supply of pictures, euidc books, maps, books of travel and 
history, geographical readers, and make frequent use of the 
sand-board map modeling, and progressive maps. To obtain the 
best results it must be closelv correlated with the work in history. 



EXGUSH LANGUAGE AND ENGLISH GRAMMAR. 

First Grade — Low Division. 

Conversation about objects with which children are familiar. 
Reproduction of short stories and folk lore. Lessons in dicta- 
tion. L^se of am, is and are, was and z^'crc. has and hair, may 
and can. Try to develop ease and freedom of expression on the 
part of the pupils, which can only be done by practice. Correct 
mistakes made in talking. Have children tell in their own lan- 
guage the thought in the poems memorized. Use Hiawatha as 
a l^asis of oral and written work. Select poems from Primary 
Language Series, Ijy Alice Cooley. 

First Grade — High Division. 

The sentence, statements and questions, use of period and 
question mark, tise of capital at beginning of sentence, proper 
names and initials, studying and committing to memory shori 
selections. eas\' dictation, storv writing based on reading. Coolv 
•L. S. ' 

Second Grade — Low Division. 

Easy stories and fables reproduced. As in the first year, ond 
work should predominate, thought getting should precede the 
expression of thought. L^se the work in nature, reading and lit- 
erature, history and geography, as a basis of the language work 
of the grade. 

Second Grade — High Division. 

Reproductinn of parts of the reading lesson, history, geogra- 
phy, reading and literature. Teach such abbreviations as Mr , 
Dr., St., Ave. Watch the child carefully and determine what 
are the common errors. Give such work in the use of correct 
form as will eradicate them. Definite outlines of the work to be 
furnished throu^'h the grade meetings. 



COURSE OF STUDY. 77 

Third Grade — Low Division. 

Dc Garmo's First Language Rook to page 36. It will be nec- 
essary to stipplement the work of the book. Oral lessons ia 
nature, geograph}', history, reading and literattire. and written 
reproductions of stories from the foregoing. Write a number 
of simple lett<TS. either from dictation or originally, teaching 
form, heading, body, sub and superscription. Teach how to copy 
poetry, teach tlie abbreviations A. AL, P. M., P. O.. ct.. doz.. No., 
U. S.', Co. 

Third Grade — High Division. 

De Garmo's First Language Book, page 36 to page 75. Let it 
he kept in view that perfect oral expression is to be the object 
souglit in tliis grade, as well as during the two_ preceding grades. 
Reproduction of stories from geography, history, reading and 
literature and n.ature. Dictation lessons. 

Fourth Grade — Low Division. 

D;' (rarmo's First Language Hook to page 107. Continue oral 
Tind written reproduction as in the previous year, and increase 
the written w(;>rk materially. Study the paragraph, and teach the 
elem^'ntr^ry i)rinci])les of using a dictionary. 

Fourth Grade — High Division. 

Comi,'lete De Garmo's First Language P)Ook. Teach the use 
of" the ])()ssessives. and hoAv to paragraph. L'se of the dictionar}. 

Fifth Grade — Low Division. 

De Garmo's Langu.age Book No. .II to page 46. Dictation of 
choice Englisb., selections containing not more than fifty words at 
ii lesson", copying of good English from the best writers, selec- 
tions to contain not more than a hundred words for a lesson ; 
■careful cri.ticism of this work. Letter writing, friendly letters 
from pupils to pupils, in this city and other cities. Special 
altention given to paragraphing. 

Fifth Grade — High Division, 

De G.irmo's Language Book IT. page 46 to page 75. Continue 
letter writing, letting the pupils wTite to real persons, not to 
imaginary ones. The letter wTiting should be for the purpose of 
acquainting tb.e pupil with tlie mechanical parts of letter wTit- 
ing, and to satisfy- a desire for information. Reproduction of 



78 COURSE OF STUDY. 

some of the biogTaphical stories and narrative poetry. Copyin-^" 
of ciioice Eng'Iish. selections to contain not more than a hundreii 
or a hundred and fifty words for a lesson. Dictation of beauti- 
ful thou.i^hts from the best writers, selections to contain not more 
tlian fifty words for a lesson. 

Sixth Grade — Low Division. 

De Garmo's Language Book II, pa^^e 75 to page 134. Special 
attention to be given to the paragraph. Dictation of choice Eng- 
lish, a lesson to contain not more than fifty words. Copying of 
choice English, selections to be found in the appendix of this 
report for copying and dictation. Letter writing as in the Fiftli 
Grade. L^se Supplementary Course, page 'ji to page 81, School 
Report, T 900- T 90 1. , 

Sixth Grade — High Divic-ion. 

De Garnio"? Language Book II, page 134 to the end of tlic 
book. Reproduction of the most interesting portions of the lit- 
erature used in the grade. The teacher is referred to the a})- 
pcndix. School Report, 1900-1901. 

Seventh Grade — Low Division. 

\^'hitney and Lockwood's English Grammar, instructions con- 
cerning tlie amount of work to be done, to be given to teachers 
through the grade meetings. 

Seventh Grade — High Division. 

W'hitiii'y ai'd Lockwood's English Grammar, the amount of 
work to b-e done will be signified through the grade meetings. 
In teacliing tliis Grammar, the parts of speech are divided into 
to(; many clasL-es in some instances: it shouUl be determini^d ir. 
the grade meetings how many subdivisions of the parts of speec'i 
sliall b.e tnugh'. Composition w:ork in the way of reproductic.:. 
and original work, dictation of choice passages of English. 



HISTORY. 



First Grade — Low Division. 

Use "vStories of Indian Children," stories of Hiawatha. Teach 
in connection with Language. 



COLUSE OF STUDV. 79 

First Grade — High Division. 

Use stories from Hiawatha; special attention to his childhood, 
the home, relif^ious and trihal life of the Indians. Represent 
Hiawatha's life in every way that will bring- to the children a 
picture of the childhood of an Indian bo>'. Bring- in any Indian 
relics available that bear on the point. 

Second Grade — Low Division. 

Continue study of Hiawatha, use the Hiawatha Primer. Hia- 
Vvatha's fasting and resting with Mondamin. Lead the child to 
see the liiirh ideal he had in fasting and praying, and the good he 
brought the peo])le. Relate simple stories of Pocahonta.. and 
F'owhaian. Observe historic holidays. 

Second Grade — High Division. 

The st(TA' of Washington, Daniel P)Oone, William Penn's t'-eaty 
with the Indians. 

Third Grade — Low Division. 

The "Storv of Longfellow." The '-Story of Lan'er." 

Third Grade — High Division. 

L"se "Texas History Stories." Observe historic days. The 
story of Cynthia Ann Parker. 

Fourth Grade — Low Division. 

The "Story of Plawthorne." to be read to the class and repro- 
duced in connection) with the "M'onder Book." Limit the repro- 
duction to one hundred words. Story of the Battle of Plum 
Creek, to be furnished from the Superintendent's ofifice. 

Fourth Grade — High Division. 

Read to the cla; s *'vStorics of Great Americans for Little Amer- 
icans." Tlie Alamo and Thermopylae. 

Fifth Grade — Low Division. 

Eggleston's "First Book in American History." The story of 
Austin's colony. William Penn and Stephen \ustin corapaVecL 
Consider carefully the ethical teachings in Eggleston's "Fir^r 
Book in America!! LHstory." Not more than six dates to be im- 
pressed on the pupil's mind. 



80 COURSE OF STl'DY. 

Fifth Grade — High Division. 

Eggleston's "First Book in American History" to be completed. 
Sam Plouston at the Battle of Tohopeka, in connection with the 
Hfe of Jack.'on in Eggleston's "First Book in .\merican History."' 
Sixth Grade — Low Division, 

Pennybacker's "History of Texas." Owing- to the fact that 
four and a half months are spent on this book, it will be necessary 
to select the more important events treated in the book. An out- 
line of tliese events will he found '"n the appendix of the School 
Report, 1900-1901. l^each the history of the city of Houston, 
and vicinity. Illustrate the battles w'th pictures and maps; have 
drawing? and outlines on the blackboard, t^se a good map every 
day. Connect To.vas History with United States History. Com- 
pare with similar events in the world's history. Have debates. 
Teach no fiction as history. Read to the class "With Bowde and 
Crockett in Texas." 

Sixth Grade — High Division. 

Cooi^er, Estill and Lcmmon's "History of Our Country." Illus- 
trate the text vvitht maps and pictures as much as possible. Have 
a list of tijpics for each recitation, keep on the blackboard before 
the class. 

Seventh Grade — Low Division. 

Cooper. Estill and L^emmon's "History of Our Country." Teach 

by the topic method, bring in such poems as "Paul Revere's Ride" 

to impress the events more vividly. Use maps and pictures. 

Have as many different histories for reference books as possible. 

Seventh Grade — High Division. 

Cooper, Estill and Lemmon's "History of Our Country" to be 
completed. Follow the directions of Low^ Seventh. Read to the 
class such books as will throw light on the period to be taught. 

REMARKS. 

"A life long aversion to history is often produced by the lack of 
a proper beginning." To make a success of history teaching one 
must provide himself with many text-books, pictures, maps, that 
will throw light on the subject. He must know more than any 
text-book that he teaches. Biography, anecdote, debate, will 
brighten what would otherwise be a dry subject. History should 



course; of sTi-DY. 8 1 

not Ije a mere appeal to the memory. It lias been, too much, in 
the past, an opportunity for the teaching of dates. Some dates 
should be taut;ht, such as, the Discovery of America, the Settling- 
of Viro^inia. the Adoption of the Declaration of Independence, 
Washington's Term as President, and a dozen other dates con- 
nected with like events. 

The teachings of history are ethicab and we must never lose 
sio-]it of tliis fact. 



GERMAN. 



First Year — (Fourth Grade). 

Text Rook — Rip])e"s Child's First IJook. 

The chief object to be kept in view is correct pronunciation, 
because of its i)araniount importance in all that is to follow. 

German script should be taught and used from the first dav 
and onward. 

Copying- iri German script, from the German text, the object 
beings to get the child to contrast the script with the print, and 
thus impress both more firmly upon his mind. The underlving- 
principle of this work is the dolii!^. Let but a short sentence or 
two be copied each day. 

The teacher shall lead in the reading in every instance, that 
the child's ear may be trained to correct pronunciation. Since 
language is learned by hearing, the child must not be expected 
to read correctly before his ear has become accustomed to the 
correct pronunciation of the teacher. By hearing the teacher 
first, the child acquires unconsciously the correct pronunciation. 
There ma} be five recitations of twenty minutes each, per week. 

Second Year — (Fifth Grade). 

Text Books- — First German Reader, Eclectic Series. Otto's 
German Dialogues. 

In the use of the Reader, translations both oral and written 
are to be practiced. The teacher will bear in mind that he must 
lead in the oral translations, that the pupil mav get the correci 
pronunciation, intonation, and catch the inspiration with -which 
the teacher reads. 



82 COURSE OF STUDV. 

The zjriticii fraiislation shall keep chietiy in view idiomatic 
rcnderini^-. In the selection of stories, the teacher will choose- 
tliosp stories which possess an ethical value : in other words, let 
reading- matter be selected for literary merit. 

In the use of the Dialogues, it must be kept in view that the 
object is to acquaint the pupil with conversational language. 
Pupils should copy and n^-copy the same sentences from the 
Dialogues (a few at a time), for oral and written translation. 

Reader "^tli Grade — Afemorizing selected poems from the read- 
(.-r, and from other sources, as the teacher may think best. 

There shall lie five recitations a week, of twenty minutes eac'i.. 
three for the Reader, and two for the Dialogues. 
Third Year — (Sixth Grade). 

Text-F^)Ooks — Kurze Erzaehlungen, Otto's German Dialogues, 

The purpose of the Reader is to furnish opportunity for read- 
ing and translation at sight : also written translations of the Ger- 
man into English. 

The Dialogues shall be used as a basis for teaching the simple 
forms of granimar. The teaching of grammar in this grade- 
shall include only the simple^ forms of declensions, and. the con- 
jugations of the regular verbs. 

Tliree le.'^sons of reading, and two for grammar. 
Fourth Year — (Seventh Grade). 

Text- 1 looks — V^an Doell's German Reader, (Itto's German Dia- 
logues, Otto's Garman Grammar. 

The Reader shall be used in same manner as in the preceding 
grade. There shall be two reading lessons a week. 

The Dialogues and Grammar shall be used sujiplementary t> 
each, other for the purpose of teaching grammar. 



PHYSIOLOGY AYD HYGIENE. 

From the First Grade to the Fifth, "Physiology for Little 
Folks," to be the basis of instruction. 

"How to Keep Well," to be the basis of instruction from the 
Fifth Grade to the Seventh. 

"Om' Hodies and How We Live," to be used in the Seventh 
Grade. 



COl^RSE OF STUDY. S3 

"'The instruction should be mainly along posithr, rather than 
ne,s:ative lines. Temperance and self-control are better taug'ht by 
impressing- the thought that they are necessary in order to reach 
the ideal, which is the strons". healthy body, without which the 
grand possibilities of life cannot be realized, tlian by dwelling 
upon things to be avoided. 

"Habits of neatness and cleanliness of the body, its clothing 
i'nd surroundiu'^s. and an appreciation of the beauty of ge^itle 
words, kind hearts, and willing hands, will be greatly str.'Kgth- 
tned hv ap])ropriate poems and stories." 



PHYSICAL CULTURE. 

Tcacb.crs should devote at least ten minutes daily to Physical 
Culture, the principal objects of the drill being to develop gym- 
metricaliy all parts of the bodv, to maintain the health of the 
ptipil, and to cultivate ease and crace of movement. 

Teacher? are to be supplied with Nissen's A B C of Swedish 
Lducational Gymnastics, which, is to be fised as a manual for 
tliis work. 

The <!;radc niecfiiip^s ti.'/// drz'oti^ a porfion of the i'nnc at the 
iirsf p\!'adc incciiui^ to a disciissioii of this zcork. 



PEX^rAXSHH\ 

The course in Pennianship for all grades below the Seventh 
will !)e as prest rilled by the Director of DraMnng and Writing. 

It is i;nj)ortant that the written work be done in the tablets 
and exercise books should be of the same excellence as that re- 
quired during the regular writing period. 

Legibility sliould be sought as the first object, speed should 
follow later. 

Thermit no pens or penholders to be used save those prescribed 
bv the Board of Trustees. 



84 



COURSE OF STUDV. 



DRAWING. 

The work in Drawing- in the grades will be carried on as di- 
rected by the Supervisor of Drawing" and Writing. Directions 
will be given for the proper conduct of the Drawing. 



CIVICS. 



Giffin's "Civics for Young Americans," to be taught in th^ 
High Division of the Fifth Grade. 



VOCAL MUSIC. 
The Model Music Readers. Music to be taught as din-ctcd. 



HIGH SCHOOL. 

FIRST YEAR. 

First and Second Terms. 



CLASSICAL. 

English 5 
Algebra 5 
Civics 3 
Latin 5 
German, op., 5 
Spanish, op., I 



English 5 
General History 5 
Algebra 5 
Latin 5 

German, op., 4 
SpanisR, op., 4 
Physical Geography 3 
Greek, op., 4 



MODERN LANGUAGE. 

English 5 
Algebra -5 
Civics 3 
German .5 
or Spanish 5 



SECOND YEAR. 
First Term. 
English 5 
General History 4 
Algebra 5 
German 4 

or Spanish 4 
Physical Geography 



r()MjrERCTAL. 

English 5 
Algebra 5 
Civics 3 
German 5 

or Spanish 5 
.Commercial 

Arithmetic 5 



English 5 
General History 4 
Algebra 5 
German 4 

or Spanish 4 
Stenography and 

Typew^riting 5 



COURSt; OF STUDY, 



85 







Second Term. 




English 5 




English 5 


English 5 


General History 


4 


General History 4 


General History 4 


Geoinetry 5 




Geometry 5 


Spanish 4 


Latin 5 




German 4 


or German 4 


Botany 4 




or Spanish 4 


Stenography and 


Spanish, op., 4 




Botany 4 


Typewriting 5 


German, op., 4 








Greek, op., 4 




THIRD YEAR. 
First Term. 




English 4 




English 4 


English 4 


General History 


i 


General History 4 


General History 4 


Geometry 4 




Geometry 4 


Bookkeeping 5 


Latin 5 




Geometry 4 


Spanish 4 


German, op., 4 




German 4 


or German 4 


Spanish, op., 4 




or Spanish 4 


Business Law 2 


Physics 4 




Physics 4 


Stenography and 


Greek, op., 4 




Second Term — ^Same. 

FOURTH YEAR. 
First Term. 


Typewriting 5 


Cl.ASSICAL. 




MODERN LAXGr.VGE. 


"English 4 




English 4 




United States History 


4 . United States Historj 4 


Latin 5 




German 4 




Chemistry 4 




or Spanish 4 


Arithmetic 3 




Chemistry 


4 


Psychology, op.. 


4 


Psychology 


, op., 4 


German, op., 4 




Puhlic Speaking 1 


Spanish, op.. 4 






," 


Greek, op., 4 








Public Speaking 


1 




" — 



English 4 

Political Economy 4 
Latiu 5 
German, op,, 4 
Spanish, op., 4 
Greek, op., 4 
Chemistry 4 
Physiology 4 
Public Speaking 1 

Explanation — The numbers 
recitations per week 



Second Term. 

English 4 

Political Economy 4 

German 4 

or Spanish 4 
Chemistry 4 
Physiology 4 
Pedagogy, op., 4 
Pedagogy, op., 4 
Public Speaking 1 
4, and 5, above, mean the niimher of 



Optional is designated above hy op. 



86 ♦ courst; of study. 

ENGLISH. 

First Year. 

First Term — ^^^litney-Lockwood En!2;lish Grammar, Tenny- 
son's Enoch Arden, The Cotter's Saturday Xig-ht, The Man With- 
(Hit a Country. Essays every other week, hased on the Hterature 
read. Limit tlie leng-th of essay. 

Second Term — Irvino-'s Sketch Book, Whitney-Lockvvood 
Eno-lish Grammar, Shakspeare's As You Like It. (Hero as Poet.) 
Essays every other week based on the hterature read. Limit. 

Second Year. 

i 

First Term — Hill's P'oundations of Rhetoric, Shakspeare's Ju- 
lius Cfesar, Bryant's Thanatopsis and Other Poems. The De- 
serted X'illac'e. Essays once a month based on the literature. 
Limit. 

Second Term — Carl} le's Choice of Books, The Rhyme of the 
Ancient Mariner, Emerson's Behavior. Essays once a montii 
based on the literature. Limit. 

Third Year. 

First Term — The X'ision of Sir Launfal, Edj^ar Allen Poe''^. 
FcK'ms, The Mcrchar'' of \'enice. C)ne essay per month l)ased on 
the literature. Limit. 

Secorid Term — Emerson's Essay on Culture, Ten.nysnn's The 
Princess. Lowell's lender the Old Elm and ( Hher Poems. Holme;-' 
Autocrat (furnished by the Board). One essay per month based 
(•n the litcratiu'e. Umit. 

Fourth Year. 

Firsl Term — K' ^<^ Lear, Emerson's Self-Reliancc, Carl}le < 
Hero as a IVophe^ (_)ne essay per month l:)ased on the literatur.. 
Limit. 

Second Term— "^ lilton's Lycidas, Sir Roger de Coverly papers 
(furnished b}- th ■ Board), Selections from WordsworUi. One 
essay per month based on the literature. Limit. 



COURSE OF STUDY. 8( 

LATIN. 

First Year. 

First Term — ' ollar and Daniel's First Latin Book, Guerber's 
]\Iyths of Greei and Rome, careful attention to form work and 
pronunciation. 

Second Ter i — Comjdete First Latin Book and take Viri 
Romse. 

Second Year, 

First Terir/ -Csesar's Gallic War, two books, ^^loulton and Col- 
lar's Latin ' omposition, Harkness' Latin Grammar, Froude's 
Caesar, /vbiic t's Caesar, Guerber's Mj^ths. 

Second 7 rra — Caesar, two books, Xepos for sight reading. 
Collar's !at i Composition, Harkness" l^atin Grammar. 

Third Year. 

First T* m^ — Cicero, three orations. Collar's Laiin Prose, Troh 
lope's Cic fo, Xei5os, Harkness' Latin Grammar. 

Secon 'it rm — \'irgil, Harper and Miller's, three books, sight 
reading, ( )vid, Mythology and readings bearing on the Aeneid, 
Harkness" Latin Grammar, Prose Composition. 

Fourth Year. 

First Term — Cicero, three orations, one Latin essay. Prose 
Com])osition based on text, Harkness' Latin Grammar. 

Second Term — \ irgil, three books, sight reading Ovid's jMeL- 
amorphoses, one Latin essay, Harkness" Latin Grammar, as- 
signed work in W'ilkins' Roman Antiquities. 



GREEK 



Low Second — White's First Greek B(jok to page 8o. 

High Second — Wdiite's First Greek Book to page i8o. 

Low Third — Xenophon's Anabasis, complete book one. Good- 
\vin's Greek Gran'^mar. Prose Composition. 

High Third — Anabasis, two books. Goodwin's Greek Grammar, 
Prose Composition. 

Low Fourth — Analiasis. one book. Homer's Iliad, one book, 
Prose Corn] position. 



88 COURSE OF STUDY. 

Hig;h Fonrtli — Homer, two books, Grammar and CompositioiT,. 
sisfht reading'. 



GERMAN, 



Low First — Otto's Elementary German Grammar, from lessoix 
34to lesson 51. Guerber's Maerchen and Erzaehlungen, part 
first. 

High First — Grammar, from lesson 5? to end. and review, 
Hauff's Maerchen, 

Low Seconnd — Collar's Eng-Iish into German, to lesson 17,. 
page 26. Hauff's Maerchen, 

High Second — Collar's English into German, from lesson 17 
to end, and review. Keller's Mustersammlnng deutscher Gc- 
dichte ; selections. 

Low Third — Harris's German Composition, to part HL A'il 
mar's Nibelungen in Prose. 

High Third — Harris's German Composition, to end. Richter's 
Walther and Llildegimde. 

Low Fourth— Corwin's German annd English Exercises. Schil- 
ler's i\Iaid of Orleans. 

Higli Fourth — Corwin's Exercises completed. Letter-writing. 
Schiller's A laid of Orleans completed. 



SPANTSLL 



Low First- — l)e Torno's Combined Spanish Method, VVorman's 
First Spanish Book. 

Lligh First — De Torno's Combined Spanish Method, Ramsey's- 
Elementary Spanish Reader. 

Low Second — De Torno's Combined Spanish Method, Ram- 
sey's Elementary Spanish Reader. 

Hi'gh Second — De Torno's Combined Spanish Method. Matz- 
ke's Spanish Readings. 

Low Third — De Torno's Combined Spanish Method, Matzke'.s- 
Spanish Reader, selections from classical authors. 

High Third — Selections from classical authors, conversation, 
composition. 



course: of study. 89 

The course of study for the High School in the languages is 
given here in full. The amount of work to he done in the other 
departments will be found in the table on one of the preceding- 
pages. There must be no deviation from the established course 
of study unless authorizd. 



TEXT-BOOKS USED IN THE HIGH SCHOOL. 

First Year. 

Whitncy-Lockwood's English Grammar. 
Dole's American Citizen. 
Collar and Daniel's First Latin Book. 
Tennyson's Enoch Arden, No. lo, Modern Classics. 
Otto's Elementary German Grammar. 
Guerber's Maerchen. 
Sovereign Wreath Song Book. 
De Tornos Combined Spanish Method. 
Worman's First Spanish Book. 
Milne's High School Algebra. 

Burns'- Cotter's Saturday Night, No. 9, English Classic Series 
The Man Without a Country, Little, Brown & Co. 
Ramsey's Elementary Spanish Reader. 
Churchill and Sanford's Viri Romae. 
As You Like It, No. 93, Riverside Literature Series. 
Barnes' Manual of Shorthand. 
Irving's vSketch Book, Seaside Edition. 
Second Year. 

Harper and Tolman's Caesar. 

Harkness' Standard Latin Grammar. 

De Tornos Combined Spanish Method. 

Ramsey's Elementary Spanish Reader. 

]\Iatzke's Spanish Reader. 

Bergen's Elements of Botany. 

Sovereign Wreath Song Book. 

^Milne's High School Algebra. 

Hill's Foundations of Rhetoric. 
Moulton and Collar's Latin Composition. 
Collar's English into German. 



90 COURSK OF STUDY.. 

Bryant's Thaiiatopsis, No. 54, Riverside Literature Series. 
The Deserted Village, No. 6, English Classics. 
Hauff's Maerchen. 
White's Beginner's Greek Book, 
Kellogg's Shakspeare's Julius Csesar. 
Barnes' Alanual of Shorthand. 

Carlyle's Choice of Books, Thomas Y. Crowell & Co. 
The Rhyme of the Ancient Mariner, No. 80, Riverside Litera- 
ture Series. 

Emerson's Behavior, Alodern Classics' No. 2. 
Maury's Physical Geography. 
Xenophon's Anabasis. 
Goodwin's Greek Grammar. 
Keller's Mustersammlung Deutscher Gedichte. 
Third Year. 

Harkncss' Cicero. 
Harkness' Latin Grammar. 
Philips and Fisher's Elementary Geometry. 
Carhart and Chute's Physics. 
De Tornos Combined Spanish jVIethod. 

The Vision of vSir Launfal, No. 34, Riverside Literature Series. 
Poe's Poems. 

The Merchant of Venice, Kellogg. 
Emerson's Essay on Culture, Modern Classics, No. 2. 
Modern Classics No. 2. 

Tennyson's Princess, No. iii. Riverside Literature Series. 
Lowell's LTnder the Old Elm, and other Poems, No. 15, River- 
side Literature Series. 
Xenophon's Anabasis. 
Homer's Iliad. 

Williams and Rogers' New Complete Bookkeeping. 
Harris' German Composition. 
V'ilmar's Nibelungen in Prose. 
Richter's Walther und Hildegunde. 

Fourth Year. 

Harkness' Cicero. 
Plarper and Miller's Virgil. 
Harkness' Standard Latin Grammar. 
, Baldwin's Elementary Psychology. 



course; of study, 91 

King Lear, Kellogg's edition. 

Laughlin's Political Economy. 

Col ton's Experimental and Descriptive Physiology. 

Tbonipkiii's Philosophy of School Management. 

Selections from Wordsworth. No. 90, English Classic Series. 

Emerson's Self-Reliance, Eclectic Classic Series. 

Ik'ro as a Prophet, No. 33, English Classic Series. 

Lycidas, by Milton, No. 72, Riverside Literature Series. 

Carlyle's Essay on Burns, No. 105, Riverside Literature Series. 

Corwin's German and English Exercises. 

.Schiller's 'Maid of Orleans. 



BY-LAWS OF THE BOARD OF TRUSTEES 

OF THE 

INDEPENDENT SCHOOL DISTRICT 

OF THE 

CITY OF HOUSTON. 



OFFICERS. 

Section i. The regular officers of the Board shall be a Presi- 
(lent, a Vice President, a Secretary and a Treasurer, who shall 
be elected at the first regular meeting of the Board each year, or 
as soon thereafter as practicable. 

MEETINGS, 

Sec. 2. The regular meetings of the Board shall be held on 
the first Tuesday in each month. Special meetings may be called 
l)y the President, or at the written request of three members of 
the Board, at any time. 

SCHOLASTIC YEAR, 

Sec. 3. The scholastic year shall commence on the first day of 
July, and end on thc*3oth day of June of each year. 

THE PRESIDENT. 

Sec. 4. He shall preside at all meetings of the Board, enforce 
the rules, sign all contracts, countersign all Vv-arrants drawn on 
the School Fund, appoint all committees, and shall himself be 
ex-officio chairman of the committees on Finance, Teachers, 
Course of Study and Text-Books. The President shall make an 
annual report of the condition of the schools. 

The vice president. 

Sec. 5. In the a1)scnce of the President, the \'ice President 
sliall assume the chair and act in his stead and ])lace in all things. 



BY-LAWS OF THE BOARD. 93 

THE SECRETARY. 

Sec. 6. It shall be the duty of the Secretai-y to attend all 
meetings of the Board and to keep the minutes and a correct rec- 
ord of all proceedings of the Board in a book provided for that 
purpose. He shall keep a correct record erf all bills, accounts and 
pay rolls approved by the Board. He shall assist committees in 
preparing their reports, take charge of the same and dispose of 
them as the Board may direct ; keep a correct account with each 
separate school building m the name of the principal thereof, as 
to amount and kind of supplies and fuel delivered. He shall at- 
tend to the delivery and distribution of all school supplies and 
fuel, and during holidays and vacations he shall have and exer- 
cise a general supervision and control over all school buildings, 
grounds, and other school property, and over the janitors, and 
perform such other duties as may be required Ijy the Board. 

He shall have his office in the High School building, and shall 
■preserve and keep in order all books, papers, documents, records, 
and hies of said Board, and shall have the custody of the seal of 
the Board, and attest with the same, all of the official contracts 
of the Board. He shall be in his office from 3 to 5 p. m. 

THE TREASURER. 

Sec. 7. It shall be the duty of the Treasurer to place all funds 
coming into his possession for the use of the Public Schools, 
whether from the State, county, or city, to the credit of the Board 
of Trustees, and dislnirse the same as ordered by the Board, 
signed by the President, attested by the Secretary and approved 
b}- the finance committee of the Board. He shall also render 
monthly and annual statements of these funds to the Board. He 
shall give bond in double the estimated amount of receipts com- 
ing annually into his hands, to be determ.ined by the Board ; said 
liond shall be made payable to the President of the Board or hi? 
successor in office, and be approved by the Board of Trustees. 

STANDING CO.\rM IT'PEES. 

Sec. 8. The President shall, unless otherwise provided bv res- 
olution, appoint the following standing committees at the first 
regular meeting of the Board, or as soon thereafter as practical 
h\e, to-wit : 



9-i BY-LAWS OF THE BOARD. 

1. Finance Committee. 

2. Teachers, Course of Study, and Text-Books. 

3. School Property, Purchase and Repairs. 

4. Rules, Grievances and Complaints. 

The duties of the standing committees shall be as follows : 
{(/) The Committee on Finance shall examine and pass upon 

all bills and claims against the Board, including the monthly 

pay-rolls. 

(b) The Committee on Teachers, Course of Study, and Text- 
Books shall report on teachers, recommend the salaries of "the 
same to the Board, and shall, in conjunction with the Superin- 
tendent, recommend the course of study for the schools. They 
shall also report to tr.e Board, in writing, such changes in text- 
b.ooks as shall be recommended to them by the Superintendent. 

(c) The Committee on School Property, Purchase and Re- 
pairs shall report to the Board the condition of the school build- 
ings and grounds, the repairs necessary to be done, and the sup- 
})}ies needed in the way of furniture, fuel, stationery, apparatus, 
etc. This committee shall contract, under the direction of the 
Board, for repairs and purchases, and whenever the amount to be 
expended shall exceed five hundred dollars ($500.00). such ex- 
penditures shall not be made without first advertising for com- 
petitive bids for such purchases or repairs. The committee shall 
also supervise the erection of all new school buildings, or addi- 
tions to the same. 

(d) Any changes in the rules for the government of the 
schools shall be presented to this Board by the Committee on 
Rules, Grievances and Complaints ; and all complaints and griev- 
ances from pupils or teachers sliall be addressed to the Commit- 
tee on Rules, Grievances and Complaints, who shall thereupon in- 
vestigate and report the same to the Board for action. 

oroRUM. 

Sec. 9. Four members shall constitute a c[uorum of the Board 
to transact business, and the President shall be entitled to vote on 

all questions. 

REMOWVL. 

Sec. TO. Persop.s api^ointed by the Board to any position may 
be removed by a majority vote of all the members. 



BY-LAWS OF THE BOARD. 1*0 

ORDER OF BUSINESS. 

Sec. II. The order of business for meetings of the Board 
shall be as follows : 
"i. Roll Call. 

2. Reading of the Minutes. 

3. Report of the Superintendent. 

4. Report of Standing Committees. '■»- 

5. Report of Special Committees. 

6. Communications — Bills. 

7. Unfinished Business. 

8. New Business..^' 

9. Miscellaneous. 
10. Adjournment. 

AMENDMENTS. 

Sec. 12. Amendments to 'these By-Laws must be referred to 
the Committee on Rules, Grievances and Complaints, and shall 
lie over at least one day before action is had thereon. 

RULES FOR GOVERNMENT OF THE PUBLIC SCHOOLS. 

GENERAL RULES. 

1. The annual school session shall begin on the third Mojiday 
of September, each year, and shall be divided into two terais of 
eighteen weeks, and the session shall close with the close of tlie 
scond term. 

2. Vacations and holidays shall be as follows, to-wit : T'le 
summer vacation shall be from the close of the annual session lo 
the beginning of the next session. The winter vacation shall be 
from December 24th to January ist, inclusive of both. Holidays 
shall be Thanksgiving Day, February 22nd, and April 21st. 

3. The daily session shall begin at 9 a. m., and close at 3 p. 
m., for all except the first and second grades ; as to them, it -hall 
close at I :5o. 

4. There shall be a recess from 10:30 to 10:45 ^- ^'^^■^ trdn 
12 to 12:30, and in the primary and intermediate departments 
from I :5o to 2 :o5 p. m. 

5. in) Each pupil shall be graded upon estimates of oral 
and written recitations, but no pupil's standing in class shall ^v 
fixed by a zcritten examination or test, unless the Stiperiutendenf 
shall so direct. 



06^ RULES AN^D REGULATIONS'. 

i'b) Each pupil shall be graded according to proficiency m 
each subject pursued by him, as follows : 

Excellent, good, fair, poor, or very poor. 

( c ) The written work of pupils is to be prepared and filed, 
under the direction of the Superintendent. 

6. Regular promotion shall be made at the beginning of the 
scholastic year ; but special promotions shall be made at the dis- 
cretion of the Superintendent. 

7. xA.pplication for admission to the school shall be made to 
the Principal of said school, who shall admit pupils in order 
of their applications. If there should not be room for any appli- 
cant in his proper grade in said school, the Principal shall report 
that fact to the Superintendent, wdio shall assign the applicant 
to some other school. 

8. The text-books and course of study pursued shall be such 
only as are prescribed by the Board of Trustees. 

9. vSectarian and partisan questions and religious exercises, 
except as provided for under Rule XI, Section 4, shall not be 
allowed in the schools. 

10. Janitors for the school luiildings shall be appointed by the 
Board, who shall fix their salaries, and they shall be subject to 
removal at the pleasure of the Board. 

11. The Board of Trustees shall visit the dififerent schools, 
during school hours, at least once during each term. The Presi- 
dent shall assign members to visit such schools as he may des- 
ignate. 

12. At the close of the scholastic year all principals and teach- 
ers desiring re-employment shall file a written application therefor 
with the Secretary of the Board. 

13. While the Board does not seek in any way to influence 
or control the political opinions or affiliations of the principals 
and teachers, yet the active participation in politics on the part 
of principals and teachers, or the discussion of political questions 
in such a manner as to be offensive to the patrons of the schools 
will be regarded as a breach of discipline, and Avill subject the 
person violating this rule to summary dismissal. 

SUPERINTENDENT. 

I. The Superintendent is the executive of the Board, and 
shall act under its advice and direction. 



RULES AND REGULATIONS. 97 

2. The Superintendent shall assign to the Principal of the 
Hig-h School his classes; and the Superintendent, together with 
the Principal of the High School, shall assign to other teachers 
of the High School the classes they shall instruct. The Superin- 
tendent shall assign all other Principals and teachers the grades 
they are to teach. 

3. He shall do all in his power to keep himself informed of 
improvements in school organization and teaching in other cities, 
that he may keep his teachers and schools in the front rank of 
progress. 

4. He shall train his teachers to the best methods of teaching 
and government, giving special assistance to those having charge 
of the primary grades, directing, aiding, and encouraging them 
in every way practicable. 

5. He shall be at his office on school days, during the hours 
prescribed by the Board, to attend to business pertaining to his 
department, to the end that consultation with teachers, parents 
and citizens may be convenient. 

6. He shall make a monthly report to the Board of the absence 
or tardiness of any of the teachers, either from their school duties 
or from attendance upon the Teachers' Institute. 

7. He shall make such reports as, in his discretion, or the dis- 
cretion of the Board, may be deemed advisable. 

8. All grievances and complaints of parents and guardians 
will be reported to the Superintendent in writing. 

9. He shall have the power to suspend or expel any pupil for 
persistent violation of school regulations, or whenever the exam- 
ple of such scholar is injurious to the school. In such case he shall 
notify the parent or guardian, and also the Board, to whom an 
appeal may be made, and such pupil shall not be readmitted except 
by act of the Board. 

10. All directions to scholars or teachers from the Board shall 
l)e communicated through the Superintendent, and all communi- 
cations from Principals and teachers to the Board shall be sub- 
mitted to the Board through the Superintendent. 

THE BOARD oE Examiners. 

The Board of Examiners shall consist of the Superintendent 
and two Principals, or teachers, whom he may name. 



98 RULKS AND REGULATIONS. 



PRINCIPALS. 



1. The Principals shall teach the most advanced class or grade 
in their respective schools. They shall visit the rooms of their 
assistants as often as convenient, and observe the discipline and 
methods of instruction. They shall confer with them in relation 
to any serious violation of the rules and regulations by pupils, 
and give such advice as may seem necessary. They shall also' 
examine classes and satisfy themselves of tne progress of the 
pupils, and shall call the attention of the Superintendent to any 
deficiency on the part of teachers or scholars. 

2. The teachers shall look to their Principals for advice and 
direction in an emergency. All complaints, on their part, against 
other teachers, or the Principal, shall be in writing, and made 
directly to the Superintendent and Board. 

3. The I'rincipals of the schools are required to be at their re- 
spective schools thirty minutes before the time fixed for the open- 
ing of each session, see that during the cold seasons the fires are 
made at the proper time and in the proper manner, and that one 
room be open for the reception of pupils who come before the reg- 
ular school hours, maintain good order upon the school premises 
and in the neighborhood thereof, and the strictest cleanlijiess in. 
the school buildings and outhouses belongiiig thereto ; account for 
all injured, broken or lost ar iclcs belonging to the school; co- 
operate in every way with the Superintendent in the enforcement 
of the rules and regulations for the government of the schools, 
and in advising teachers as to the best methods of discipline and 
instruction ; and in the discharge of their duties they shall be 
entitled to the respect and deference of all their assistants. 

4. The Principals of the schools shall see that the teachers 
within their respective districts are promptly notified and duly 
advised as to all rules and regulations pertaining to the govern- 
ment and classification of their schools, that thev may carry out 
the same in every particular. 

5. The Principals of the schools shall transmit to the Super- 
intendent, on the last day of each month, a record of the attend- 
ance of teachers and supernumeraries at the schools and Institute, 
and the excuses for absence, if any ; also the service performed by 
janitors of their respective schools; also personally inspect and 



■RULES AIvD REGULATIONS. 99 

report upon the condition of premises and such repairs are need- 
ed ; and they sliall not be entitled to receive their saalries until 
.such reports are satisfactorily rendered. 

6. Principals shall have the power to suspend pupils for cause 
until the Superintendent can be notified ; and the cause of the sus- 
pension shall be transmitted within twenty-four hours to the Su- 
perintendent, who shall take action thereon as he niay deem prop- 
er. He may let the suspension of the pupil continue for a time 
till the case can be investigated, or suspend the pupil for a further 
period, or for an indefinite tune, or expel him for the year, of 
reinstate him, or take other suitaJjle action in the case. When a 
pupil has been enrolled in the schools, neither Principal nor teach- 
er shall have the power to disconnect such pupil temporarily or 
permanently, save by the process of suspension. 

7. Principals of the different schools shall enforce the regula- 
tions established to secure uniform good order and neatness on 
the part of the pupils in passing through the halls and stairways 
at the opening and closing of schools, and at recess, and to ensure 
the good condition, neatness and cleanliness of the yards, base- 
ments and outbuildings. The other teachers shall co-operate with 
their Principals, and render such assistance in securing good order 
and neatness in the halls and about the premises as may be fe- 
quired by the Principals, 

9. The Principals shall assign the teachers of the first and sec- 
ond grades, from 2:05 to 3 p. m.. to such duties as may be deemed 
necessary, and unless a teacher is so assigned, she shall remain iji 
the building and prepare the work for the next day. 

10. Contracts with Principals shall be -made in writing ami 
signed by the President of the Board, and attested by the Secre- 
tary, and shall be the sole evidence of employment of such Prin- 
cipal. 

TEACHERS. 

I. In the Houston Public Schools there shall be four classes 
of certificates for teachers, viz. : 

Supernumerary Teachers' Certificates, Primary Teachers' Cer- 
tificates, Intermediate Teachers' Certificates, High School Teach- 
ers' Certificates. 

1. Each ajijjlicant for a Supernumerary Teachers' Certificate 
shall be examined in the subjects of Spelling, Penmanship, Arith- 



lOJ , RULES AND REGULATIONS. 

metic, En?^"lish Grammar and Composition, Geography, Texas 
History, and Elementary Physiology and Hygiene, and the cer- 
tificate shall be valid fo*" two years from the date of issuance. 

n. Primary Teachers' Certificates shall be of two kinds — tem- 
porary and permanent. 

Each applicant for Primary Teachers" Certificate shall be exam- 
ined in all of the subjects prescribed for a Supernumerary Teach- 
ers' Certificate, also in the United States History, Civics, Physical 
Geography, and the Theory and Practice of Teaching. 

HI. Intermediate Teachers' Certificates shall be of two kind.'^ 
—temporary and permanent. 

Each applicant for an Intermediate Teachers' Temporary Cer- 
lificate shall be examined in all the subjects prescribed for a Pri- 
mary Teachers' Temporary Certificate, also in Algebra and Ge- 
oinetry. 

I\\ High School Teachers' Certificates shall he of two kinds 
• — temporary and permanent. 

Each applicant for a High School Teachers' Temporary Cer- 
tificate shall be examined in all the su1)iects prescribed for an In- 
termediate Teachers' Temporary Certificate, also in Physics, 
Moral Science and the subjects embraced in any one of the fol- 
lowing groups : 

(a) Mathematics, including solid Geomfrv, Trigonometry. 

(b) English and History, including Rhetoric. English Litera- 
ture. -\merican Literature, General History. 

(r) Natural Science, including Chemistrv, Botan^■, Zoology. 
Geology, Astronomy. , 

V. ( a ) Each applicant for a Permanent Certificate of any 
class shall be examined in the subjects prescribed for a Temporary 
Certificate of the same class. 

.(b) For the Permanent Primary Certificate the additional sub- 
jects shall be History of Education, Elementary Psychology Ap- 
plied to Teaching, English and American Literature. 

< c ) The additional subjects for the Intermediate and the High 
School Certificates shall be such of the following as are not in- 
cluded in the subjects prescribed for Temporary Certificates: 
School Management, Physics, English and American Literature, 
General History, History of Education, Psychology. Moral Sci- 
ence. P.otanv. 



TRUl.'ES AND T^EGULATIONS. 101 

A'l. ^ach applicant shall be examined, not only upon the sirb- 
ject matter, but also upon the methods of teaching the branches 
of study taught in that department of the city schools in which 
he desires a certificate to teach, 

(a) Teachers being examined for Permanent Certificate must 
make an average grade of not less than 75 per cent, with a grade 
■of not less than 50 per cent on any subject, and unast have taught 
.three 3^ears in the Houston schools, 

VII. No applicant shall be granted a certificate unless the gen- 
eral average of his examination is 70 per cent, or higher, and 
unless he receives a gi"ade of 50 per cent, or more, on each subject. 

\'III. No person shall receive a Permanent Certificate without 
first having taught three years continuously in the city schools. 

IX. A Temporary Certificate shall be valid for the period of 
four years from the date of issuance. A Permanent Certificate 
shall be valid during the good hehavior and continuous employ- 
ment of the holder in the city schools. 

X. A Supernumerary Teachers" Certificate shall atithorize the 
iL>mplo}ment of the holder as a supernumerary ; a Primary Teach- 
ers' Certificate sliall aulh(jrize the employment of the holder as a 
teacher in the primary grades ; and the Intermediate Teachers' 
Certificate sl:a;!l authorize the employment of the holder as a 
teacher in the primary or intermediate grades ; a High School 
Teacher's Certificate shall authorize tlie employment of tlie holder 
as a teacher in the High School. 

XI. The Board of Examiners at any meeting, by an unani- 
mous vote of the members present, may waive the examination of 
any applicant for a teacher's position, provided said applicant 
holds a certificate valid under the laws of the State of Texas. 

2. The Board shall, at its first regular meeting in June, or as 
soon thereafter as practicable, elect the teachers and fix their sal- 
aries for the current year, and no teacher shall be elected by les.'^ 
than four affirmative votes ; provided, that such election shall not 
be binding upon either the Pioard or the teacher until a contract 
in writing has been regularly entered into i,y the Board and the 
tcaclier. 

3. 1 he sai?ries of teachers shall, in every case, be fixed by the 
Board, and tie same shall not be changed or altered during the 
scholastic year, except when a teacher is entitled to an increase of 



102 RULES AND REGULATIONS. 

pay according to scale of salaries. Contracts with teachers shall 
be made in writing and signed by the President of the Board and 
attested by the Secretary, and such contract shall be the sole evi- 
dence of the employment of teachers. 

4. All teachers shall be at their schools at least twenty minutes 
before nine ; shall have the pupils in their seats at five minutes 
before nine, and promptly call the roll, read, Z'^ifhouf couuncnt, a 
short passage of Scripture, and teachers and pupils shall then re- 
cite the Lord's prayer in concert. It is intended that this opening 
shall occup} but five niinutes, so that the ordinary exercises may 
commence at nine. 

5. Each teacher shall keep a register, in which shall be record- 
ed the name, age, birthplace, residence and date of admission of 
each pupil for the term entered in the puljlic schools ; also the 
name of the parent or guardian. 

6. He shall, within two weeks after the commencement of cacli 
term, furnish the Superintendent with a programme of the daih 
exercises in his room, keeping a copy of the same on the black- 
board, or posted in a conspicuous place in the schoolroom. This 
programme shall show both the recitation periods and the stud}' 
periods of each class. 

7. Each teacher shall keep a record of the attendance, scholar- 
ship and deportment of pupils under his instruction, as required 
■by the Board, a report of which shall be sent to the parent or 
guardian, and by him signed and returned to the teacher. 

8. Teachers shall exercise a vigilant care over their pupils on 
the playgrounds, and, as far as possible, on their going to and 
from school. When the weather is inclement, pupils may remain 
in their room under the supervision of their respective teachers, 
but shall not be permitted to engage in rough or boisterous plav. 
It shall be the duty of teachers to go upon the playgrounds at the 
recesses and mingle with the pupils to prevent disorder and im- 
prove the conduct of the children upon the playgrounds. 

9. Any teacher who shall be unable to attend to school duties 
shall forfeit his salary for the day he is absent, unless his absence 
is excused by the School Board. In all cases of absence of more 
than two days' duration, due to illness, a physician's certificate 
shall accompany the excuse. 

10. Teachers shall be kind and courteous to their ])upils, re- 



J 



RLLKS AND RFX.ULATIONS. 1<'3 

quiring- of them in return politeness and prompt obedience. They 
shall aim at such discipline as would be used by a wise and kind 
parent, avoiding- severe punishment in all cases wdiere milder 
n-ieans can be effectual. It is strictly enjoined upon teachers to 
avoid all appearance of anger and indiscreet haste in discipline, 
and in all the more difficult cases to apply to parents for their co- 
operation, and to the Principal or Superintendent for advice and 
direction. They shall give proper consideration to any inquiries 
that may arise in recitation without permitting the pupil to be sub- 
jected to rdicule. In no case shall a pupil be punished or corrected 
in a manner calculated to hiuniliate him before the school. 

11. It shall be the duty of all teachers to read from time to 
time to their respective grades so much of the regulations of the 
Board as will give their pupils a just understanding of the rules 
and regulations by which they are governed. 

12. No teacher shall resign without giving fifteen days' writ- 
ten notice to the Superintendent, in default of which all compen- 
sation for that length of time shall be forfeited. The marriage of 
any lady teacher during the scholastic year shall be considered a 
resignation and cancellation of her contract without further notice. 

13. During school hours teachers shall not indulge in those 
things which are forbidden pupils, as the reading of newspapers, 
the use of tobacco and negligence of personal appearance. 

14. Teachers shall send no pupil, during school hours, upon 
errands not pertaining to the business affairs of the school. 

15. The teachers may, for the purpose of observing the modes 
of discipline and instruction, take one day in each term to visit, 
under the direction of the Superintendent, any of the Public 
Schools ; but such visiting days shall not be taken until provision, 
satisfactory to the Superintendent, has been made for the proper 
care of the pupils immediately under their charge. 

16. It shall be their duty to practice such discipline in their 
schools as would be exercised by a kind and judicious parent in 
his family, always firm and vigilant, yet prudent. Thev shall 
endeavor, on all proper occasions, to impress upon the minds of 
their pupils the principles of morality and virtue, a sacred regard 
for truth, neatness, sobriety, industry and frugality. 

17. Special teachers shall visit regularly and impartially the 
several grades which they are to instruct, and shall act at all times 



104 RUrjSS" AND REGI'LATIONS'. 

under the direction of the Superintendent. They shall have the 
same control and authority over the pupils as the regular teachers 
have. This shall not be construed to mean that the regular teacher 
is to be relieved from the duty of exercising control and authority 
over the pupils not receiving instruction from the special teacher. 

1 8. Teachers of the first and second grades shall report for 
duty to their Principals at 2 p. m., and teach until 3 p. m. such 
classes as the Principal shall assign to them, and are not to leave 
the school building until the schools are dismissed. 

19. Special teachers of German who do not teach in the room 
of the regular teacher shall have the assistance of the regular 
teacher, who shall see to it that each pupil reports daily to the 
German teacher for recitation. 

20. Pupils are not to be excused from German recitation unless: 
the cause be such as to excuse the pupil from school for the day. 
In such case the regular teacher shall take immediate action after 
notifying, in each case, the special teaeher. 

DUTIES OF THE DIRECTOR OF GERMAN. 

1. He shall visit all schools where German is taught, at least 
once a month, 

2. He shall see that the course of study is properly followed 
in all tlie grades. 

3. He shall report to the Superintendent once a month, or as 
often as may be necessary, the condition and the progress of the 
German. 

4. He shall preside over and conduct a regular monthly meet- 
ing of the teachers of German. 

5. He shall keep himself informed as to the best methods of 
teaching German and instruct the teachers in such methods. 

6. He shall teach the German in one school as his regular, 
daily work. 

teachers' institutes. 

I. These Institutes shall be under the management of the Su- 
perintendent, and shall be subject to such rules as the Board mav 
prescribe, meeting during the school year on such days and at 
such hours as may be designated by the Superintendent, the first 
regular annual meeting being on Saturday preceding the opening 
of the schools. 



RULES AND REGULATIONS. 



105 



2. All teachers of the Public Schools of this city shall be re- 
quired to attend the Institutes regularly and punctually, and to 
prepare and discuss such exercises as shall be prescribed. For 
each absence from Institute the delinquent shall be reported by 
the Superintendent to the Board. 

3. Teachers shall attend all meetings of their respective grades. 
These meetings shall be held as often as deemed necessary by the 
Superintendent. 

4. Pupils of the senior normal class in the High School shall 
attend the Institutes as often as required by the Superintendent. 

5. The exercises shall be conducted with special reference to 
the practical work of teaching, and the teachers are required to 
prepare themselves thoroughly, and with a view of their daily 
duties. 

6. It shall be the duty of the Supervisor of Drawing and Writ- 
ing, in addition to his other duties, to prescribe, subject to the 
approval of the Superintendent, a course of study in both writing 
and drawing, to be taken by the teachers of the grades in which 
these subjects are required to be -taught, and, with the approval 
of the Superintendent, to organize such Institutes and hold sucii 
meetings of the teachers as will enable them, without conflicting 
with their usual school duties, to take the course of study pre- 
scribed. As teachers complete the course of study they shall be 
granted certificates that exempt them from the regular work pre- 
scribed by the Supervisor of Writing and Drawing, but shall not 
exempt them from special meetings which may be called by him, 
with the approval of the Superintendent, for the consideration of 
any matter connected with writing and drawing. 

It shall be the duty of teachers to attend the regular Institutes 
and the special meetings held by the Supervisor of Drawing and 
Writing for the instruction of teachers and the consideration of 
the work of the departments of writing and drawing. 

DISCIPLINE. 

I. All teachers are required to maintain strict order and disci- 
pline in their schools and classrooms at all times. Any neglect of 
this requirement will be considered good cause for dismissal. 

In maintaining order teachers are hereby authorized to emplov 
any proper means which may be necessary to secure compliance 
with all reasonable commands to pupils ; and in the use of this 



106 KULlJS AND RUGULATIONS'. 

power they will receive the full countenance and support of the 
Board. But corporal punishment shall not be used in the schools. 
All teachers will be held to a strict accountability as to the man- 
ner in which they shall use the authority herein delegated. 

2. Teachers will require excuses from parents or guardians of 
pupils, either in person or by written note ; and in all cases of 
absence or tardiness (or dismissal before the close of school), they 
are authorized to send immediately for such excuses, or to delay 
until tlie next day, at their discretion ; and the Principals of the 
schools may, at their discretion, determine the propriety of such 
requests and excuses ; but no pupil shall be sent immediately for 
an excuse when the weather or other circumstances are such as to 
be detrimental to health. 

3. Teachers shall not award medals or prizes to pupils under 
their charge unless specially attthorized by the Board. 

4. Supernumerary teachers shall be assigned from such per- 
sons only as hold certificates of competency from the Board of Ex- 
aminers. 

5. Teachers shall not allow any agent or person to exhibit in: 
the schools any books or articles of apparatus, unless by the con- 
sent of the Superintendent ; nor shall any contribtition for any 
purpose whatever be taken up in, any school, except the free-will 
offering of pupils on Library Day. The Superintendent shall be 
strictly charged with the enforcement of this rule. 

6. Any teacher may be discharged from service in the schools, 
and the contract of employment made with such teacher canceled 
at any time, by the direction of the Board of Trustees, for such 
reasons as they may deem sufficient, after fifteen days' notice has 
been given such teacher ; and any teacher who has been guilty of 
any willful disregard of the rules prescribed for the schools, or 
for any dishonorable conduct, or whose character is found to be 
such that his or her presence in the schools will be detrimental to 
the interests thereof, may be discharged at any time by order of 
the Board, without any notice whatever being first given, or mav 
be temporarily suspended for such time as the Board may direct 
for investigation. But no teacher shall be discharged by less than 
four affirmative votes. 

7. Citizens, and especially the parents and guardians of the 
pupils, are always welcome visitors to the schools; but the usual 



TiULES AND REGULATIONS. 107 

■■exercises shall not be deviated from except by direction of the 
Superintendent. 

ITPILS. 

1. Every pupil is required to attend school punctually and reg- 
xilarly ; to be dilig'ent in study, and kind and obliging to school- 
mates ; to refrain entirely from the use of profane or improper 
language, and to be neat and cleanly in person and attire. 

2. Pupils absent more than three days, or tardy more than 
three times, or absent and tardy more than three times (counting 
■each day's absence a separate time), in four consecutive weeks, 
without good excuse, may be suspended until next session. Be- 
fore necessity for taking such action, however; the Principal shall 
communicate with, the parent or guardian of the pupil, and, if nec- 
essary, invite such parent or guardian to a personal interview. The 
only excuse considered good shall be sickness or some urgent 
cause. A ptiuil, when absent or tardy, must bring a written excuse 
from parent or guardian. Xo pupil shall be permitted to leave 
school during school hom-s, saving in case of illness, without a 
ju'^tinable excuse in writing from his parent or guardian. 

3. Xo pupil shall be permitted to continue in the school unless 
he is furnished with books and other conveniences for the prosecu- 
tion of his studies, prescribed by the Board, but before any pupil 
is dismissed from school 011 account of not having books and other 
conveniences, the matter shall be referred to the Board for action. 

4. Each pupil shall be assigned a seat, and it shall be his duly 
to keep it. together with his books and everything pertaining to 
his desk, in perfect order. He shall permit no litter on the floor 
near his desk. 

5. All pupils shall go directly to and from school, and shall 
abstain from all playing or quarreling by the way. 

6. Xo pupil shall be advanced to a higher grade without hav- 
ing completed in a satisfactory manner all the studies of the grade 
from which he is to be transferred. Any pupil who, from indo- 
lence or irre-Tularily, falls behind his class, may be demoted to the 
next lower ;-:'rade. But before dcinoiing such pupil his parent or 
guardutn sIujI be given a -.ri'^ei: umicc fen' days prior to such 
contemplated cciicn. 

7. Xo pupil known to be aiiected bv anv conta^nous disease, 



1(18 RUI.TJS AND REGL'LATIONS. 

or coming from a house where such disease exists, shall be re- 
ceived or continued in the public schools, and every pupil musi 
present satisfactory evidence of having been vaccinated. 

8. During the regular exercises of school, pupils shall refrain, 
entirely from communicating with each other by signs, writing 
or speaking, without special permission. 

9. Pupils may render themselves liable to suspension by dis- 
obedience, quarreling, truancy, profane or unchaste language, con- 
tinued idleness, or by persistent violation of any of the rules ot 
the schools or Board, but before such suspension is executed pa- 
rent or guardian shall be notified of the grounds of such contem- 
plated action. In ezery case of suspension, tlie Principal shaU 
notify the parcn: at the same time that the record is scjit to tli: 
Superintendent. 

TO. Whenever a pupil is absent from school for tb.ree consecu- 
tive days he shall be dropped from the beginning of his absence. 

11. Pupils are strictly forbidden to use tobacco in any manner, 
shape or form, either while in school or at recess. 

12. Pupils of tlie Fourth, Fifth, Sixth and Seventh grades, 
who desire to study the prescribed course in German, and of the 
First. Second, Third and Fourth years in the High School, wlv; 
desire to study German, arc required to take such course in Ger- 
man as corresponds with the grade or \ear of their other studies, 
and no pupil in any class shall recite in a higher or lower cla-.s 
tl'ian his own. 

13. Proprietors or agents of public exhibitions desiring the 
attendance of pupils from the Public Schools are prohibited from 
causing said exhibitions to be published in the schools without the 
consent of the Board. 

14. No notice of exhibitions or other entertainments, or tickets 
of admission to the same, no books or articles for sale, no an- 
nouncement of any matter pertaining to the schools, shall be given 
in any school without the permission of the F)Oard. 

15. Pupils who are of non-scholastic age may be admitted to 
any department for which they are qualified, and in which there 
are vacant seats not needed by pupils of scholastic age, by paving 
the following fees for tuition, to be collected by the Principal, 
to- wit : 

In Primary Grades, $1.00 per montli. 



liULES A^^) REGUI.ATrONS. 1^^ 

In Intermediate Grades, $2.00 per month. 

Tn the High School. $3.00 per month, 

Xon-resident pupils may be admitted upon payment of $2.00 
raonthly in the Primary Grades, $4.00 in the Intermediate Grades, 
-■and $5.00 in the Hig-h School ; provided, however, that a resident 
pupil who becomes 19 years of ag-e whilst in the High School 
.shall not pa for tuition for the remainder of the session. 

The fees collected for tuition shall be kept as a special fund to 
be used for the purchase of books and publications for pupils and 
teachers' libraries and appliances for the schools, to be expended 
under the direction of tlie Board, 

16. Pupils shall not collect about tlie school buildings before a 
•quarter after eight ; and pupils who desire to remain in the school 
room at noon, on accotint of illness or inclemency of the weather, 
shall first get permission from the Principal, and shall be subject 
to such restrictions as he or the teacher may impose, and shall in 
rJl cases be held responsible for damages done to the room or its 
contents, and for any disorder or misplacement of books or fur- 
niture; (;;;(/ aJ! pii/^ils shell take their recess in the open air when 
tJie I'.eatlicr permits. Piipils are not to be kept in at recess as a 
nicujis cf pnnislimen! . or to make up delinqncncies in recitations. 

17. Pupils must Ica-ie the school premises and go directly home 
cf:er school is over, unless otherzvise permitted by the Principal^ 
and must not bring to the school books or papers foreign to the 
purpose of study. 

18. Any pupil who may be aggrieved or wronged by ariovlier 
pupil may report the fact to his teacher. 

19. Pupils are forbidden to throzv stones or other missiles of 
any kind upon the school grounds or in the streets in the immedi- 
ate z'iciniiy of tlie school grounds. 

20. Pupils shall not mark, scratch, or break, in any ivay, the 
furniture, casings, zvalls, zvindozvs, fences, or any of the appur- 
tenances of the school premises. Pupils committing such injuries, 
accidental or intentional, shall immediately procure the necessary 
repair or be assessed by the Principal a sum sufficient to cover 
the daniage; and on refusal to comply with this rule may be sus- 
|)ended from school. 

21. Transfer of pupils from one school to another shall be 
niade l)y the Superintendent alone. 



110 RUT.KS AND REGULATIONS. 

GRADUATION. 

1. The pro,$^ramme for the graduation exercises of the High 
School shall be arranged by the Superintendent, together with 
the Principal and the entire faculty of the High School, at least 
six weeks Ijefore the close of the scholastic year, and before its 
adoption the programme shall be submitted to the Board for ap- 
proval. If he deem it advisable, the Superintendent shall invite 
some one to deliver an address at commencement. 

2. The requirements for graduation shall be such as the Com- 
mittee on Teachers and the Superintendent shall determine, sul:)- 
ject to the approval of the Board. 

3. The Board, at its regular meeting in May. shall fix the time 
and place for holding the graduating exercises. 

4. Six weeks before the time for graduation, or at such time 
thereafter as the Superintendent may designate, the Principal of 
the High School shall furnish to the Superintendent a list of the 
candidates for graduation, showing first those considered qualified 
fcr 9'raduation, and second those not qualifi.ed. The report shall 
specify, as to the latter, the particular subjects of study in which 
they are considered deficient. 

The Superintendent shall, if he deem it advisable., either hold or 
direct to be held, a written examination on said subjects within six 
days of the close of the term, to determine whether certificate of 
rraduation shall be issued to such students. The Superintendent's 
report of these examinations shall lie submitted to the Board for 
approval. 

JANITORS. 

1. Janitors shall devote themselves exclusively to the duties of 
their position, and shall have the sole management of the heating 
apparatus of the building, acting under the direction of the Prin- 
cipal. It shall be their duty : 

2. To sweep thoroughly every schoolroom, corridor and stair- 
way, at least once a day, the stairways and corridors oftener if 
necessary; and with a cloth or feather brush to remove all dust 
every uiorning from the desks, tables, chairs, seats and zcaiiiscot- 
iir^ and stairzcays. 

3. To cut the grass in the yards and keep the same free fro'u 
weeds, and the walks clean and in a good condition, trim the trees 



RULTiS AXD REGULATIONS. Ill 

inside and outside the premises, and generally keep the grounds in 
first-rate order. 

4. It shall be the duty of janitors during the school session to 
devote Saturdays as well as the other working days of the week to 
the performance of their duties. On Saturday they shall be at the 
building from 8 a. m. to 12 m., unless necessary to remain longer, 
and shall do such washing, scouring, cleaning, and other work 
about the building and grounds as may be prescribed by the 
Principal. 

5. To keep the closet seats and floors neat and clean, washing 
them as often as in the judgment of the Principal may be neces- 
sary. 

6. To assist the Principal and teachers in maintaining proper 
order about the premises, and in carrying into effect the Special 
Rules. 

7. It shall be the duty of each janitor to wind the clocks as 
often as necessary ; to ring the bell at the proper times ; to provide 
water for teachers and pupils at recess ; to sharpen pencils for first 
grade ; to make all minor repairs by direction of the Board ; to re- 
main on the play-ground v\-ith the boys during recess ; to have the 
care of the school-house and grounds at all hours and times — 
during school hours and out of school hours, and during Christ- 
mas vacations ; to clean out the furnace, flues, and stovepipes, 
and keep the furnaces and stoves in proper order ; to take charge 
of the trees, flowers, and shrubbery ; to keep the premises in good 
order, and to attend to everything that may tend to make the 
school-house and premises healthful, neat, attractive, comfortable, 
and agreeable. 

8. He shall ring the bell as follows: At 8:30, 8:50, 10:30, 
10:45 a. m., 12 m., 12 :3o, i :5o. 2 :o5 and 3 p. m., at every session. 

9. He shall keep the windows and walls free from dirt and 
dust, washing the \vindows on Saturday wdien necessary. He 
shall sweep all floors daily, the sweeping not to interfere with the 
work of any teacher; dusting to be done the following mornino-; 
empty waste paper baskets daily, clean erasers and blackboards 
once a week and at each sweeping brush chalk dust carefully from 
the base of the blackboards into a pan, never upon the floor. Keep 
ink wells supplied, being careful to fill them not more than three- 
quarters full. Bxainiiic daily all buildings and sidez<alks and kcch 



112' RULES AND regulations: 

thciii ill good condition and free from marks. 

10. He shall abstain from the use of tobacco on the schooF 
premises : remain upon the premises during school hours, unless- 
called away by proper authority. 

11. He shall be respectful in his language and in his bearing 
at all times to tlie teachers and the Principal, and shall cheerfully 
comply when requested by the teachers or Principal to render 
any needed service in connection with the \\?ork. He shall pay: 
sfnct attention to his personal appearance^ 



Exercise book:. 

Exercise book, 144 pages, pen or pencil use. , .$ .05 

LEAD PENCIL. 

Eagle School Drawing, extra soft, 2 for .05; 

E. Faber. English Drawing B, No. 560 .05 

DRAWING PENCIL. 

6 B, No. 261, Johann Faber's Goldenrod 05 

PENHOLDER. 

Eagle 1928. cork tipped , .05 

PENS. 

Esterbrook, No. 570, per gross , 60 

WRITING BOOK. 

Book No. I , first three grades • .05 

Book (writing poftfoHo), No. 4, 4th, 5th, 6th grades 10 

These supplies are adopted by the Board. Parents will furnish 
their children themselves. No money will be collected from the 
children. 



LIBRftRY OF CONGRESS 



021 524 693 



